Abstract
A step change is needed in the way higher education supports professional learning and development to ensure independent graduate artists are adaptable, resilient, and adequately prepared to build their creative practice. Adopting a social constructivist view, this study uses an advocacy and participatory framework to explore a distributed model of arts teaching and learning for creative industries students to work and study alongside a diverse community-based culture of artists and creative practitioners. This case study is a grounded example of a bottom-up approach examining the development of a creative ecosystem within which artists maintain a thriving, sustainable practice, and citizens are imbricated as co-creators of community facilities and liveable city landscapes. While the cultural and geopolitical context of this study is localised to the formerly industrial city of Newcastle, Australia, this area’s evolution from a coal-port towards a cosmopolitan city is part of a broader trend of industrial towns navigating their own progression towards thriving, liveable cities.
Presenters
Paul EgglestoneCo-Founder and CEO , R&D, FASTLaboratory , New South Wales, Australia Braddon Snape
Director, The Creator Incubator, New South Wales, Australia Leicha Stewart
Sessional Academic, School of Creative Industries, University of Newcastle, New South Wales, Australia Michele Oshan
Creative Director / Co-Founder, Clyde Street Studios / Clyde Street Precinct, Australia Jennifer Milam
Pro Vice Chancellor and Professor, Academic Excellence, Vice Chancellor's Division, University of Newcastle, New South Wales, Australia Mario Minichiello
Professor, Visual Communication Design, The University of Newcastle, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2022 Special Focus—Back to Life: Seeking Vision and Purpose in Principles and Practice
KEYWORDS
Community-Based Arts Education, Partnership Synergy, Creative Ecosystem, Community Engagement
