Abstract

This paper examines three case studies of student work from University Centre Doncaster. It explores the student perception of collaborative learning and working in interdisciplinary settings to create performance works. By exploring the notions of interdisciplinarity as discussed by Newell together with Dillenbourg-Pierre's concepts of collaborative learning, the student process is examined and applied to these theories, providing a practical example of how students in higher education may work within performing arts settings.