Tracing Arts-Based Methods in Higher Education

Abstract

Mapping the field of arts-based methods (ABM) in education and organisations is not a simple matter. All in all, the contributions to this field in the last 20 years have been numerous and proper to different contexts. The approaches that introductory mappings of the field can take are several: it is possible to look at the perspective of art forms, of educational levels, of geographical or cultural contexts, of institutional placement or even of the thematic categorisation of purposes, such as inclusion, equality, creativity, to mention a few of them (Hatton 2015).