This article presents five case studies from within music in higher education programmes that collectively explore key questions concerning how we look at the challenges and trends, and the need for change to react to the recent higher education (HE) climate, through reference to teaching musicians the skills, knowledge and diverse career creativities that are valued in preparing musicians to enter sustained careers. In this article, the National Association for Music in Higher Education (NAMHE) elected committee members explore the emerging issues and agendas within the context of higher education, and the national and international policy shifts that are occurring. The case studies explore: (1) an inclusive curriculum and undergraduate student partner project; (2) employability skills and postgraduate courses; (3) digital creativities; (4) music career creativities and gender; and (5) an integrated student experience.
Using “Soundpainting” as a case study, this paper examines how musicians and dancers can create and contribute to a dialogue between, across and within the arts. Interviews with the “Soundpainter” Walter Thompson provide a practical and applied basis for analysis, and a major goal of the article is to illustrate how music-dance dialogues are formed in this creative sign language.En utilisant le « soundpainting » comme étude de cas, nous interrogeons les façons dont les musiciens et les danseurs créent et contribuent au dialogue entre les arts. Une proposition pratique et analytique est fournie par des entretiens avec le « soundpainter » Walter Thompso n, mettant à défi les conceptions sur la création de dialogues musique-danse au sein de ce langage de gestes créateur
In this article we discuss an interdisciplinary and collaborative four-year project, Taking Race Live, that explored lived experiences of race among students enrolled at an ethnically diverse university in England. Utilizing qualitative methods to evaluate the project each year, we
draw on students' voices to address their experiences of race, partnering with interdisciplinary peers and learning about each other. Framing the discussion are the concepts of 'liveness' and 'public sociology' proposed by sociologists to bring sociological knowledge alive. Attention is given
to how this was done through engaging with the arts and embodied practices found within drama, dance and music.
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