Abstract
Both educational developers and faculty-artists share the same goal: significant learning. Yet effective dialogue and collaboration between the two can be undermined without the educational developer's knowledge of signature pedagogies and discipline-specific terminology in the various disciplines of art. We examine several assumptions about artists and how these assumptions can be overcome for the benefit of educational developers, faculty-artists, and students. To this end, we provide suggestions for generating dialogue about teaching and learning with faculty-artists and for making these dialogues fruitful.
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