Abstract
This article shares and reflects upon three different approaches to teaching collaborative artistic research at three different education levels in The Netherlands. 1) Diane Carp, author of this article, carried out a qualitative research project, Teaching Interdisciplinary Artistic Research, to describe the didactic approach of artist Henk Schut. Her project, under the Arts Education Research Group at the University of the Arts, followed one group of his students for the two-year master’s course, Interdisciplinary Artistic Collaboration. 2) Ariane Niemeijer at the Hogeschool Windesheim in Zwolle developed a new elective course, Creative Development with Performing Arts, that would be open to international bachelor students from non-arts disciplines. 3) In Transdisciplinary Design Labs, Emiel Heijnen and Talita Groenendijk from the Arts Education Research Group at the University of the Arts in Amsterdam implemented a design-based empirical study in which the researchers sought new ways to make meaningful teaching materials at the intersection of art, technology and science for students in secondary education. Although developed for different learning objectives, student populations and educational programs, the didactic principles of Authentic Arts Education were seen to underlay all three of these approaches.
