Senior Lecturer Lynne Holloway shares insights on directing and sustainable learning.

At UAS, we’re all about creating an environment where everyone – students and staff alike – feels that their voices are heard and valued. As a Senior Lecturer, I’ve had the pleasure (and the challenge!) of helping shape a culture where inclusivity isn’t just a buzzword but a way of life. In the creative arts, that’s meant going beyond just teaching in the classroom. It’s about influencing our whole institution, from programme structures to day-to-day interactions, to make sure we prioritise equity, belonging, and critical engagement. 

When it comes to our students, I firmly believe that they should feel supported to take creative risks, express their cultural identities, and challenge the status quo. Whether they’re in ballet shoes or stepping into a role in a musical, they need to feel they can fail (and try again!) without fear of judgment. By nurturing this kind of environment, we can set them up for success in creative industries, which, let’s face it, love a bit of unpredictability and innovation. 

In the face of a world full of uncertainty – pandemics, political changes, and the occasional surprise lockdown…we’ve needed to adapt our teaching and learning models. But, here’s the thing: this kind of resilience doesn’t just come from students being tough. It’s a reflection of an institutional culture that’s committed to flexibility and growth. Hybrid and collaborative learning? Check. Creative work happening remotely? Absolutely. The ability to pivot? Constantly! What we’re seeing is that when we embed resilience at the heart of our creative arts provision, it’s not just the students who thrive, but the whole institution. 

My journey at UAS isn’t just about showing up to class and teaching – though I do love that part, too. It’s about having a hand in shaping the very culture of teaching and learning here. One of my main goals has always been to make sure our institution isn’t just focusing on what we teach, but how we teach it – and how we engage with our students and colleagues. 

I’ve spent time leading conversations around student-centred pedagogy, inclusivity, and curriculum relevance. These conversations aren’t just for us to tick a box. They are absolutely essential as we work to meet the needs of our diverse student body and ever-changing cultural landscapes. From BTEC students just starting their creative journey to MFA students preparing to conquer the professional world, it’s all about ensuring that we are evolving with them. At UAS, we’re doing the hard work of ensuring that the voices of students from diverse backgrounds shape what we do – and not just in the classroom. 

I’m also passionate about creating opportunities for staff to learn from each other. This has meant facilitating workshops and leading discussions about inclusive teaching practices. But let’s be honest – as much as we talk about sharing knowledge, we’ve also got to walk the walk. Through mentoring colleagues and collaborating on cross-disciplinary projects, I’ve seen how those “aha” moments don’t just happen for students; they happen for staff, too. And that’s what keeps our teaching culture fresh, dynamic, and always on the move. 

One thing that sets UAS apart is our commitment to connecting students with the professional creative world. Whether it’s through directing musicals, supporting live performances, or facilitating industry partnerships, we’re ensuring our students are engaging with real-world creative practices. Our tutors spend time building connections between emerging artists and industry professionals, which creates a kind of “ecosystem” where students learn not just from their peers and tutors but from established practitioners who are active in the field. 

This kind of exposure is priceless – it’s not just about putting on a show for the sake of it. It’s about giving students the opportunity to understand the realities of the creative industry, from the pressures of deadlines to the importance of collaboration, and yes, the occasional drama (we’re in theatre, after all!). When students see that real-world success isn’t just about talent but resilience, teamwork, and professional networks, it gives them a clearer sense of their place in the industry and what they need to do to get there. And as much as we like to think we’re preparing them academically, we’re also giving them the confidence to take their place as future leaders in the arts. 

Over the years, one of the biggest lessons I’ve learned is that impactful teaching isn’t just about knowledge transfer. It’s about creating systems that encourage critical thinking, creative risk-taking, and collaboration. Higher education needs to be a space that’s constantly evolving – not just in response to student needs but also to the changing demands of the world around us. 

Moving forward, my focus remains on: 

• Embedding inclusivity as a core institutional value, ensuring that every student, no matter their background, feels that UAS is a space where they can thrive.  
• Supporting staff development through mentoring and collaborative learning. The more we support each other, the better the experience for students.  
• Strengthening connections between the creative arts community and the professional world, ensuring that students are fully equipped for the industry.  
• Ensuring that creative education remains responsive to global and cultural changes while continuing to innovate in the way we teach and learn. The world may be unpredictable, but our commitment to student success remains constant.  

At UAS, we don’t just talk about lifelong learning – we live it. We actively encourage our tutors to engage in continuous professional development (CPD) because we know that the best way to enhance the student experience is for educators to keep evolving too. I’m no exception! Right now, I’m pursuing a Doctorate in Education Leadership and Management, with a strategic focus on creative risk-taking in education. The more I dive into this work, the more I see how much room there is for creative risk in higher education. After all, how can we encourage students to take risks in their creative practice if we aren’t willing to take a few ourselves? 

Additionally, My MSc in Psychology and Neuroscience has been instrumental in shaping my day-to-day teaching approach. Understanding how the brain works in relation to movement, how people learn, and how we manage stress and emotions has completely reshaped how I engage with staff and students alike. By embedding these insights into work, I can better support through the pressures and challenges of creative practice. I’ve seen firsthand how understanding psychology can make a huge difference in and outside the classroom. 

One of the things that I’ve found valuable is everyones different approach in leadership. I lead by simply checking in with people – often without planning or scheduling it. It’s something that has become second nature to me. This spontaneous, informal leadership style is often a simple “how are you doing?” or “is everything going okay?” It’s not always intentional but is rather a natural part of how I engage with my colleagues and students. These small moments can be incredibly supportive and impactful, providing the space for honest conversations that might not have happened otherwise. It’s not about grand gestures, but rather about creating a culture where people feel seen and heard, even in passing. I believe this creates a ripple effect, encouraging others to engage similarly. 

The insights I’m gaining through my doctoral studies and MSc have already helped me refine the way I approach teaching and leadership. It’s about building a culture where we can all take creative risks — whether it’s in a musical production or in the ways we engage with students or staff. Higher education is changing, and we need to change with it, always keeping an eye on the future and how we can prepare the next generation of artists for the unknown. 

At UAS, we’re not just preparing students for assessments and shows; we’re preparing them to challenge, lead, and take creative risks in an ever-evolving world. It’s a thrilling ride, and I couldn’t be more excited about the direction we’re headed. 

Lynne-Marie is a Senior Lecturer at UAS and an original staff member, dedicated to the growth of higher education and fostering fellowship in the Performing Arts sector. Through directing musicals and working with Young Performers, BTEC, BA and MFA students, she strengthens the ‘golden thread’ of learning, ensuring sustainability and a connected, creative journey for all.