Abstract
Abstract This article explores the notion of students as partners in the development of a research-engaged teaching and learning project. Based on the premise that dialogue could form a bridge between students, artists and academics, the Dialogues project was first established in 2010 and has subsequently enabled a meaningful and sustainable partnership between staff and students to develop. Dialogues 2014: Place, Space and Negotiated Territories was the fifth iteration in a series of annual interdisciplinary Fine Art symposia, developed through an innovative partnership between undergraduate and postgraduate Fine Art students and staff at the Norwich University of the Arts (United Kingdom). Since its inception, Dialogues projects have engaged over 900 Fine Art students across all levels of study, through annual symposia and related events.
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