From Experiential Learning to Aesthetic Knowing

Abstract

The Problem

Following executive students in a series of choral conducting workshops, this article explores the growing practice of arts-based leadership development. Based in experiential learning, arts-based learning claims to have great potential in connecting intellect and emotions, to meaningfully challenge norms and assumptions, and to value the relational and subjective aspects of human experience. However, to date, there is a lack of empirical, participant-focused work exploring the “what” and “how” of arts-based leadership development as well as its impact on professional practice.

The Solution

Through observational and interview data gathered at a European business school, this research takes a grounded, participant-centered approach to exploring the experiences of participants in three choral conducting masterclasses. The findings support the effectiveness of arts-based methods for leadership development; potent learning emerges. Moreover, nuance is added to understandings of how and what learning takes place, describing a process of learning as sensemaking to aesthetic knowing. The development outcomes centered on relational dynamics of leadership and the aesthetics of power and responsibility, with longer-term data showing positive impact on the professional practice of participants.

The Stakeholders

This article speaks to HRD researchers, professionals, and development practitioners. Of interest for all three groups, the study overviews the growing trend of arts-based methods in leadership development while providing insights into how learning gets done,what is learned, and sheds light on longer-term impacts of this form of experiential learning.