In-between space of learning: Towards professionalism in the arts

The phenomenon of the in-between space of learning is identifiable as a space between studentship and the becoming of a professional. However, there is precious little evidence to evince the validity and value of this space, especially when professionalism in the arts is elusive, embodied and largely enacted in practice. This study is based on two assumptions: first, that institutional curriculum alone cannot address the professionalism; and second, that the professional learning landscape outside of the institution has a strong input in advancing professionalism. Building on the premise that there is more than one way to become a professional, beyond the qualification and accreditation route, this study inspires a deeper investigation of professional learning. Using interpretative qualitative methodology, this study explores the in-between space of learning with ten undergraduate students at a higher arts academy in Singapore. Through semi-structured interviews and observations, the study uncovers an in between space of learning outside higher arts education. Two research questions are addressed: (1) how do undergraduate students in the arts experience learning in the in-between space? (2) how does the experience of the in-between space foster professionalism?

In seven chapters, this study unravels how a highly elusive phenomenon of an in-between space of learning can be operationalised, through properties explained as spatial, temporal, positional, relational, emotional and numerical dimensions that cut across the various types of in-between. From a theoretical perspective, the study challenges simplified conceptions of the spaces in-between and lends a more nuanced approach to explore other forms and formats of learning that take place as students professionalise in the arts. The study illustrates differently structured engagements that can be drawn from a diverse range of personal, professional and industry practices, including protean engagements across artistic disciplines, self-directed freelance opportunities, involvements with non-art communities, and internships in professional design consultancies.

As shown in this study, in-betweenness empowers students to explore beyond the walls of current institutional practice, where learning takes place for self-development, social exchange, and diverse professional identities in the public space. The study identifies how students make sense of a lived experience in the in-between space. Through the act and action of being in the in-between, new facets of professionalism in the arts emerge. The democracy of pathways outside higher arts education suggests new avenues of professionalism beyond the normative lens of expertise or specialisation to include social responsibility and conduct, self-regulation, self-motivation, peer and public consensus. This awakening of an in-between space brings us to reflect on transprofessionalism in the arts, where boundaries blur and new synergies flourish. In this space of learning, there is a sense of emancipation, coupled with empowerment, even fun and fantasy. Findings in this study also show that the journey towards professionalisation through the in-between was mired with experiences of feeling lost, discomfort, and even burnt out.

As a space that is atypical and asignifying, this study informs of complementary pathways towards professionalism in the arts, and invites us to reframe traditional meanings of how the future of professional learning can be cultivated. The outcome of this research provides a framework for describing the phenomenon of the In-between Space of Learning in the context of professional education in the arts. This conceptual framework of the in-between can be used in two ways. Firstly, the study provides evidence for policy decisions in curriculum, pedagogy and assessment to cultivate a space of learning between formal education and what lies outside of the institution. Secondly, the findings can also be used to better understand the multiple dimensions, motives and benefits to students that would further advance professionalisation of the arts. This study leads us to rethink whether higher institutional discourse and discursive practices are cognisant of approaches to teaching and learning in the arts. Recognising this polysemous space that fosters professionalism in the arts is vital for artistic divergence, to advance curriculum, teaching and learning in higher and professional education in the arts and beyond.