Lead partner: Orpheus Institute
Being able to share knowledge and expertise with colleagues is essential for the development of an independent professional artist. In performing arts, such as theatre and dance, concrete methods and strategies for peer-to-peer feedback are widespread. Within the field of artistic research and artistic research education, however, artistic feedback has not been given much attention. In fact, numerous studies have recognised the need for specific training in this subject area. Considering the similarities between the work of artists and artist-researchers, the integration of strategies for feedback from the performing arts into artistic-research programmes, and into doctoral supervision processes in particular is a potential asset for the future of artistic research.
To build a culture of feedback in the context of doctoral studies based on a differentiated approach to creative work will make the doctoral supervision processes more adapted to the hybrid, cross-disciplinary practices often met in the context of artistic research. Also, communication between student and supervisor that is not based on text only but rather on the understanding and elaboration of artistic processes, will allow supervisors and students alike to better articulate the object(s) of research. Further, it will have a positive effect on the way staff and students perceive supervision and transform processes of critique into empowering tools. Last, an improved understanding of feedback and the integration of new discourses into the curricula of artistic PhD programmes will lead not only to better practices of evaluation and to enhanced approaches to student assessment.