Inquiry-Based Learning in the Arts

The foundational publications on inquiry-based learning (inter alia, Huber 2009) demonstrate that there is a clear overlap between the emancipatory objectives of the higher education didactic principle, which has been discussed since the 1970s, and educational concepts in the fine arts: Students’ self-responsibility and independence regarding their methods and topics, practice and experience as a productive aspect or the necessity that the activity have social relevance are some of the aspects that both educational concepts have in common. The objective of engaging in a process of constantly questioning any existing statement with inquiry-based learning can also be associated with concepts that have been valid in the arts since the 1960s.