Creative Interventions: Integrating Arts-Based Approaches in a University Access Programme
DOI:
https://doi.org/10.25159/1947-9417/8688Keywords:
arts based, culturally relevant education, multimodality, extended curriculum, critical pedagogy, capabilitiesAbstract
This article is based on my master’s degree study at the University of Johannesburg that evaluates the impact of utilising arts-based approaches in the Workplace Preparation (WPP) module curriculum. The study demonstrates that when integrated into teaching and learning, arts-based approaches expand the capability of the curriculum to achieve more equitable and accessible participation. I use an action research approach in the study to investigate how creativity and arts-based practices might instil experiences of empowerment and agency in students in the classroom. I draw from literature to gain multiple critical perspectives in order to frame and demonstrate arts-based approaches to teaching and learning that embrace alternative ways of knowing, communicating and interacting. The findings suggest that culturally relevant arts-based approaches play a legitimate and vital role in expanding the pedagogic space in order to foster embodied learning opportunities that acknowledge and include non-linear, somatic, visceral, emotional and symbolic dimensions. Arts-based methods advance transformative agendas and support learning in the current higher education (extended programme) context. The study involves an actionable intervention that uses arts-based methods to present the Workplace Preparation module. Arts-based activities and lesson plans are devised for integration into the existing formal programme and can be used and adapted as a resource for lecturers in the Workplace Preparation Department.
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Copyright (c) 2021 Amalia Beagle
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Accepted 2021-07-13
Published 2021-10-25