By Maggi Savin-Baden, Katherine Wimpenny
This ebook outlines the foundations and practices of arts-related inquiry and gives either feedback approximately carrying out learn within the box in addition to case examine examples. the tips offered right here have emerged from the authors' personal studies of project arts-related examine and the demanding situations of enforcing those ways. The e-book accordingly attracts on own examine, perform and adventure to deal with the worries teachers more and more seem to be voicing approximately constructing the scholarship and perform of arts-related examine. there's a desire for higher realization to, and readability on, problems with theoretical positioning, method and techniques whilst carrying out strong and respected arts-related learn, which this ebook presents.
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Extra resources for A Practical Guide to Arts-related Research
Mastering new technologies or materials (however simple), fosters the ‘making strange’ which contributes to the disruptive quality needed for new understanding. For me, still in the process of developing an ethical framework for this kind of research, the fact that participating in the creative research activity of itself has the potential to offer participants positive impact (for example, contribute to their greater sense of agency or wellbeing), is significant. As I continue to struggle with the interpretation of creative data, I am convinced that, as with ‘high’ art, meanings are made between people; they are not inherent in the work.
Metaphor and Metonymy: new connections and intertwined relationships 5. Reverberations: shifts in new meaning, new awareness, and new discoveries 6. , 2011). For example, Graham and Goetz Zwirn (2010) examined the art practice of art teachers in K-12 education to question how being an active artist contributed to, or detracted from their work as teachers. Using A/R/Tography as a framework in examining art making, researching and teaching, the inquiry process revealed that artistic practice significantly influenced the complex interactions between the subject, teacher and student, cultivating conversations, creating a safe space for engaging with students in unstructured creativity and thus establishing a context for artistic, playful exploration.
As a pragmatist, I don’t believe that this is a method that fits every type of educational research by every researcher. It is simply a matter of what works best for both. For me, as an artist and a teacher and a writer, it is a good fit. It requires sensitivity, good judgement, an ironic posture that doesn’t take itself too seriously, and a great deal of organisation, rigour and discipline. It is not for the fainthearted, and it is a tremendous amount of work. Yet, it is wonderfully invigorating and in itself, very satisfying.