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  • The enterprising artist and the arts entrepreneur: Emergent pedagogies for new disciplinary habits of mind

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    BridgstockPUB5967.pdf (481.4Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Hong, Christina
    Essig, Linda
    Bridgstock, Ruth S
    Griffith University Author(s)
    Bridgstock, Ruth S.
    Year published
    2012
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    Abstract
    Traditional pedagogies in the arts in higher education focus largely on the studio experience in which a novice artist studies under one or more master teachers (e.g., Don, Garvey, & Sadeghpour, 2009). In more recent times, however, a shift in higher education curriculum and pedagogy in the arts has expanded this traditional conservatory model of training to include, among other components, career self-management and enterprise creation—in a word, entrepreneurship. This chapter examines the developing field of arts enterprise and arts entrepreneurship in higher education in a multinational context. The field is contextualized ...
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    Traditional pedagogies in the arts in higher education focus largely on the studio experience in which a novice artist studies under one or more master teachers (e.g., Don, Garvey, & Sadeghpour, 2009). In more recent times, however, a shift in higher education curriculum and pedagogy in the arts has expanded this traditional conservatory model of training to include, among other components, career self-management and enterprise creation—in a word, entrepreneurship. This chapter examines the developing field of arts enterprise and arts entrepreneurship in higher education in a multinational context. The field is contextualized within the broader landscape of the creative industries and the consequential development of knowledge, skills, and the habits of mind necessary for artistic venture creation, sustainability, and success. Whereas the dis-course about learning and teaching for business entrepreneurship is well established (e.g., Fiet, 2001), equivalent conversations about arts enterprise and entrepreneurship have only recently begun (Beckman, 2007, 2011; Essig, 2009). This chapter will address the contested definitions of key terms and concepts and also the question of how arts educators, although mindful of the pedagogic traditions of the arts school, are also drawing on the pedagogies of business entrepreneurship and cognitive theories of entrepreneurship to create innovative new transdisciplinary signature pedagogies for creative enterprise and entrepreneurship education in the arts.
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    Book Title
    Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind
    Publisher URI
    https://sty.presswarehouse.com/books/BookDetail.aspx?productID=243117
    Copyright Statement
    © 2012 Stylus Publishing. This material was published as Hong, C., Essig, L., Bridgstock, R. (2012). The enterprising artist and the arts entrepreneur: Emergent pedagogies for new disciplinary habits of mind. In N. L. Chick, A. Haynie and R. A. R. Gurung (Eds.), Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (pp. 68-84), reproduced by permission of Stylus Publishing.
    Subject
    Higher education
    Creative arts, media and communication curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/379152
    Collection
    • Book chapters

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