Title

Artists, Creativity and Knowledge: A Challenge for Doctoral Change

Document Type

Journal Article

Publisher

Routledge - Taylor and Francis Group

Faculty

Faculty of Education and Arts

School

Western Australian Academy of Performing Arts (WAAPA), Centre for Research in Entertainment, Arts,Technology, Education and Communications

RAS ID

8529

Comments

This article was originally published as: Phillips, M. J. (2009). Artists, creativity and knowledge: a challenge for doctoral change. Research in Dance Education, 10(3), 219-230. Original article available here

Abstract

This paper aims to extrapolate the difficulties and challenges posed by ideas about creativity principally in the context of doctoral theses in which the practices of dance play a prominent, if not, pivotal role. While resisting definitive transparency, creativity is a crucial marker as much for postgraduate scholars as it is for artists. The sometimes subtle differences between the two creative identities generate compromise and revision within the conventions borne by both when a merger like artistic research manifests itself in doctoral study. Knowledge and language, theory and protocols become part of a shifting academic landscape arguably because the new knowledge-seekers have different modes of exploring and demonstrating their creative attributes.

DOI

10.1080/14647890903324162

 

Link to publisher version (DOI)

10.1080/14647890903324162