Abstract
This chapter articulates the essence of educating the artist and highlights the theoretical, pedagogical, and contextual dimensions that influence technology-enhanced pedagogical practices in the arts at higher education. The notion of using technology for educating the artist appears incongruent to the predominantly studio-based approaches of teaching artistic practices. However, these kinds of long-standing pedagogical practices are slowly being disrupted by the proliferation of technologies in both society and educational institutions. With the forced global migration to online learning during the COVID-19 pandemic, the need for artist educators to have a repertoire of technology-enhanced pedagogical practices within their teaching toolkit is even more acute. This chapter sets the framing of the book as an inquiry about the possibilities of teaching and learning the arts in higher education with technology. It outlines how the book chapters are being organised to stimulate conversation among artist educators about possible pedagogical models, as well as inform higher education institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices in the arts.