ABSTRACT
This chapter examines the background and rationale for the original workshop and frames it as part of a liminal journey within a constructivist model of education. There is often a gap between student and tutor expectations of higher education (HE). When crossing the ‘threshold’ into HE, it is therefore important that students ‘separate’ from the dependency of their previous experience of education, make the journey through the ‘doorway’ into a liminal space and then incorporate some of this new learning into their role as a student. The student’s transition or liminal journey into HE is therefore seen as part of a longer lifelong journey, in turn with its own series of ‘thresholds’ and uncertainties. Within therapeutic arts, the arts and arts therapies practice and literature, embodied, creative and visual methods are familiar territory. The lifewide model reflects a move away from a purely content-based curriculum or the ‘singular’ knowledge of more traditional models of education.
