Higher Education Learning Environments and Outcomes: Artistic Cross-Curricular Educational Programs and Policies Jorge Luis Morejón Department of Creative and Festival Arts. University of the West Indies, Saint Augustine

Space for the Arts Remove departmental barriers Create multipurpose studios where dance, theatre, music and fine arts are experienced by Humanities and Education, Technology and Science Students Facilitate Learning Communities: students, lectures, faculty and staff members in general Engage students in collaborative projects with other students outside their department. Creation of a Higher Education Caribbean Model

Caribbean Model Recreate and further develop the ideal of Universitas: from the whole to interconnections. Adaptation of facilities for student-training across the curriculum. Implementation of a pedagogic model that places The Arts and Caribbean culture at the center of the teaching and learning process.

Caribbean Culture Caribbean Festivals are prevalent forms of interconnectivity Multidisciplinary Collaborations are part of the culture. Bridging university specializations to the outside community through the arts is an aspect of local culture that resembles the concept of universitas.

Universitas The idea of the total person expanded. A vision of tomorrow in response to globalization. Developing new channels for the transmission of information. Integrated Educational Experiences (IEE). Transitional university vs. informational gaps. Universitas Project in the Rockefeller Center. Integrative Higher Education Pedagogy (IHEP). Embodiment of learning process.

Embodiment of Education Disruption of fixed academic frames. Comprehensive vision of educational systems. Balance between languaged and embodied learning. Generalization stage in education through the Arts.

The Arts Insertion of the Arts in the curriculum. New domain of learning enhancement. Neuroscientific, cognitive and educational perspectives. Excess of information equals gaps between forms of learning. These gaps result in the production of scientists and artists who lack awareness of each other’s competencies.

Symbiotic and Synergetic Effect Science is a reflexive process. Science needs technology and language. Semiotic and Embodied language are perceived through the fusion of technology and the Arts.

Reducing the Gap The art of dance enhances learning in other fields. Musical Experience and Short Time Auditory Training enhance speech encoding. Neuro-imaging enhances language learning structure. Music and dance allow a higher level of memory retention. Art develops a more effective network of cognitive processing.

Conceptual Art Conceptual art, purely reflexive, emphasizes the idea or the concept without the need for a concrete material expression. Ana Mendieta performance rituals are known because of her use of photography and video to document her work. The emphasis on creativity makes the art-making process affordable within the current budget and facilities already available to students.

Creative Teams Artistic creativity can be applied to science and technology. Artistic insight is unique compared to other fields. Symbolic form makes learning easier. Cognitive knowledge is complete when added to embodied and artistic knowledge.

Implemetation VAKT through the Arts New Pedagogy Art’s Making Model Reframing of the educational mindset

Curriculum The Arts sensitize students with issues outside their fields The return of the ideal of the Renaissance Man/Woman Creativity to cope with unexpected socio- economic and political challenges at hand.

Conclusion The Arts across curriculum would improve the ability to explore personal issues through artistic creation. Interconnections with other learning systems, other languages and the Fine and Performing Arts, is as important as academic knowledge. To improve Quality Management Systems (QMS) in the Higher Education Sector means to improve liaison between purely academic subjects and embodied forms of knowledge production, such as dance, theatre, music and performance in general.