Supporting Practice-based Undergraduate Students in Academic Study through Creative Learning Strategies

  • Brid Mary Andrews University Conservatoire: Bolton School of the Arts. University of Bolton, Bolton BL3 5AB, United Kingdom
  • Kathryn Thomasson University Conservatoire: Bolton School of the Arts. University of Bolton, Bolton BL3 5AB, United Kingdom
  • Gaia Worley-Barstow University Conservatoire: Bolton School of the Arts. University of Bolton, Bolton BL3 5AB, United Kingdom
Keywords: Creative learning, Engagement and participation, Practice-based learning, Torrance


This case study disseminates research and reflection on teaching practices which sought to address the needs of first year BA (Hons) Theatre degree students who were transitioning from a BTEC performing arts background. Drawing on reflections upon the delivery of a first year, second semester core module (Theatre History) which introduces students to theatre texts from different historical periods, this case study will reflect, and offer initial thoughts, upon the effectiveness of using creative learning to engage and improve outcomes for undergraduate students on this module. The case study outlines and evaluates the teaching strategies that were adapted and implemented to support students transitioning from practice-based further education courses and who were finding the theoretical and academic aspects of the course difficult in terms of personal engagement. The study concludes with a summation of the achievement of students on final assessment in relation to their previous achievements on the module and reflects upon the success of the teaching practices adopted to support the students’ academic development.


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How to Cite
Andrews, B., Thomasson, K., & Worley-Barstow, G. (2018). Supporting Practice-based Undergraduate Students in Academic Study through Creative Learning Strategies. Journal of Learning and Student Experience, 1, Article 6. Retrieved from
Practitioner Research / Case Studies