Artist and Academia

<p><em>The Artist and Academia</em> explores the relationship between artistic and academic ways of knowing. Historically, these have often been presented as opposites; the former characterized as passionate and intuitive and the latter portrayed as systematic and rigorous. Recent scholarship presents a more complex picture. Artistic knowledge demands high levels of skill and rigor, while academic research requires creativity and innovative thinking. This edited collection brings together leading artists and scholars (as well as artist-scholars) to offer a variety of philosophical, educational, experiential, reflexive and imaginative perspectives on the artist and academia. The contributions include in-depth, scholarly discussions on the nature of knowledge and creativity, as well as personal artistic statements from musicians, dancers, actors and writers. Additionally, it explores both the mediational and subversive spaces created by the meeting of artistic and academic traditions. While the book addresses global themes by global writers, its core case study is an educational experiment called the Irish World Academy of Music and Dance at the University of Limerick in Ireland. Established in 1994, it set out to reconfigure the place of the artist in the context of contemporary higher education. The material is clustered into three parts. Part One and Part Two explore the artist as mediator, educator and subversive in academia. Grounded in close-to-practice research, Part Three concludes the volume with a set of case studies from the Irish World Academy. Artistic and academic knowledge come together in this unique set of pieces to explore the development of more inclusive and imaginative pedagogical values.</p> <p>Introduction</p><p>Essay 1: The Artist Turned Inside Out </p><p>Helen Phelan </p><p>Interlude 1: Outside In </p><p>Óscar Mascareñas</p><p>Part I: The Artist as Educator and Mediator in Academia</p><p>Essay Two: ‘… to know the place for the first time …’: Exploring and Researching through the Arts</p><p>Christopher Frayling</p><p>Essay Three: A Gallery of Hanging Thoughts: Framed Questions, Open Answers. Dance-artists in Conversation about the Process of Creating and Performing their Own Work. </p><p>Mary Nunan</p><p>Interlude 2: Stories</p><p>Joseph O’Connor</p><p>Essay Four: Landscapes of the In-Between: Artists Mediating Cultures<i>Anya Peterson Royce</i></p><p>Interlude 3: An Island in the Middle of the Ocean</p><p>Alan Doyle</p><p>Interlude 4: The Land of Silence</p><p>Laura Murphy</p><p>Essay Five: The Artist-Teacher as Cultural Mediator</p><p>Marie McCarthy</p><p>Interlude 5: ‘Crossing the Threshold: a Music Teacher’s Journey into the Academy’</p><p>Jean Downey</p><p>Essay Six: Collaborative Knowledge Sharing for Mind and Body: Celebrating the Role of Arts in Health </p><p><em> <br><p>Orfhlaith Ní Bhriain, Tríona McCaffrey, Amanda M. Clifford, Joanne Shanahan, Olive Beecher, Hilary Moss. </p></em></p><p>Part II: The Artist as Educator and Subversive in Academia</p><p>Essay Seven: The Subversive Potential of Praxis and Political Emotions in Arts Academies</p><p>David Elliott and Marissa Silverman</p><p>Interlude 6: The Well-Spring Deep Inside</p><p>Dana Delany</p><p>Essay Eight: Protest, Subversion and Critical Citizenship: Reflections on an Irish Singer-Songwriter</p><p>Aileen Dillane</p><p>Interlude 7: A Cello Can Be Stronger than a Machine Gun</p><p>Nigel Osborne</p><p>Essay Nine: Contesting and Negotiating Hegemonic Discourses: Constructing and Developing a Masters Programme in Irish Traditional Dance Performance Within a University Context <i>Catherine Foley</i> </p><p>Part III: Case study examples of the lived experienced of the Artist in Academia from the Irish World Academy</p><p>Essay Ten: Cultural Redress and the Growth of Love: A Guided Autoethnography </p><p>Mícheál Ó Súilleabháin</p><p>Interlude 8: Singing Out, Singing Up</p><p>Kathleen Turner</p><p>Interlude 9: The Academy as a Space of Musical Fosterage</p><p>Tommy Hayes</p><p>Interlude 10: Dancing as a Citizen of the World</p><p>RAS Michael Courtney</p><p>Interlude 11: The Academy as Transformation</p><p>Colin Dunne</p><p>Conclusion</p><p>Essay Eleven: Why the arts and artists are important </p>