ABSTRACT
This chapter reviews dance teaching artists immersion in an academically framed interdisciplinary programme that enables opportunities to dialogue and work across art forms. It addresses multiple art forms simultaneously through practices that are tailored for a heterogeneous educational setting yet encompass a unified perspective. New knowledge is created when learners share creative theories from within their own arts discipline empowering them to traverse various perspectives and communicate across diverse contexts in local and regional communities. Through collaborative cross-disciplinary and interdisciplinary projects, they forge creative relationships that extend personal artistic borders in a spirit of cooperation, collaboration and empathetic learning. Case examples from this process will be presented and discussed in a reflective process considering the significance on dance students from pre- and post-pedagogical intervention.
