Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Choreographic Principles in \u27Affective Choreographies\u27
No full textThis article is based on my PhD project in artistic research, Affective Choreographies (2019), and the aim is to share this with focus on central research themes, research questions and choreographic principles developed within the practise. I will lay out two directions within affect theory; Brian Massumi’s theory of affect and Silvan Tomkins’ psychobiology of differential affects. The central research questions is “How can particular choreographic principles employed in the performances create potentiality for affect to occur amongst the audience?” Two perspectives are important to how these questions were approached; the audience as receivers of the performances where the questions were put into practise, and the idea of potentiality as something which can and cannot be actualized. The six performances created during the research period all took shape as what I have called choreography as assemblage. The choreographic assemblages contain both human and non-human movement which carry the potential for kinaesthetic transference.
Situated in choreographic assemblages and using kinaesthetic transference as a tool, three main choreographic principles were developed and employed through my research: minimal composition: slowness and repetition, multi-referencing and performer as matter. A particular focus is the affective potentiality within each choreographic principle and how these principles operate both within the realm of Massumian affect as well as within Tomkins School affect. This implies a blurring of the division between the two or working them simultaneously, something which might be a theoretical impossibility but still, I claim, possible in practise.
Cover image from Ingri Fiksdal\u27s work Shadows of Tomorrow. Photo: Anders Lindén ©.This article is based on my PhD project in artistic research, Affective Choreographies (2019), and the aim is to share this with focus on central research themes, research questions and choreographic principles developed within the practise. I will lay out two directions within affect theory; Brian Massumi’s theory of affect and Silvan Tomkins’ psychobiology of differential affects. The central research questions is “How can particular choreographic principles employed in the performances create potentiality for affect to occur amongst the audience?” Two perspectives are important to how these questions were approached; the audience as receivers of the performances where the questions were put into practise, and the idea of potentiality as something which can and cannot be actualized. The six performances created during the research period all took shape as what I have called choreography as assemblage. The choreographic assemblages contain both human and non-human movement which carry the potential for kinaesthetic transference.
Situated in choreographic assemblages and using kinaesthetic transference as a tool, three main choreographic principles were developed and employed through my research: minimal composition: slowness and repetition, multi-referencing and performer as matter. A particular focus is the affective potentiality within each choreographic principle and how these principles operate both within the realm of Massumian affect as well as within Tomkins School affect. This implies a blurring of the division between the two or working them simultaneously, something which might be a theoretical impossibility but still, I claim, possible in practise.
Cover image from Ingri Fiksdal\u27s work Shadows of Tomorrow. Photo: Anders Lindén ©
To Research by Two Hands
No full textIn this article, we explore artistic research methods by committing ourselves to writing in a sense Cixous is thematizing in her book Three Steps to the Ladder of Writing: a way of writing that includes what is banished, considered unclean, the mute and the missing, and by including drawing in the attempt.
Our article’s starting point is our experiences working with and producing conventional and publishable academic texts. Our experiences have, in ways that still are not transparent to us, made the transition towards achieving the right skills for producing orthodox academic texts more complicated and hurtful than we could imagine. The desired language, the academic, is a language created to represent reality in transparent ways; you are expected to be able to present the world as a series of findings. Our writing and drawing as creations are contrary to this reduction.
The text and the drawings attempt to demonstrate and discuss the possibilities of engaging in writing and drawing as production on its own terms and stop regarding them as activities that mirror what already is. Instead, we aim to experiment and thus maybe create something that was not already there, something new, something that might be missing.In this article, we explore artistic research methods by committing ourselves to writing in a sense Cixous is thematizing in her book Three Steps to the Ladder of Writing: a way of writing that includes what is banished, considered unclean, the mute and the missing, and by including drawing in the attempt.
Our article’s starting point is our experiences working with and producing conventional and publishable academic texts. Our experiences have, in ways that still are not transparent to us, made the transition towards achieving the right skills for producing orthodox academic texts more complicated and hurtful than we could imagine. The desired language, the academic, is a language created to represent reality in transparent ways; you are expected to be able to present the world as a series of findings. Our writing and drawing as creations are contrary to this reduction.
The text and the drawings attempt to demonstrate and discuss the possibilities of engaging in writing and drawing as production on its own terms and stop regarding them as activities that mirror what already is. Instead, we aim to experiment and thus maybe create something that was not already there, something new, something that might be missing
Nyanlända yrkeselevers livs- och studiesituation: Förståelse av lärarberättelser genom Foucault’s makt och motmakt
No full textThis study investigates prominent themes about newly arrived immigrant students’ situation in life and at school as reflected in interviews with four teachers in a vocational upper secondary school located in a Swedish city suburb dominated by residents with immigrant background. Foucault’s concept of power and counter-power as well as Riessman’s narrative analysis are used to discuss and analyse the interviewed teachers’ descriptions. The results highlight the power and counter-power mechanisms involved in the discrepancy between well-behaved and ambitious immigrant students and the media representations of the students\u27 housing area as criminal. The study also points to the power and counter-power relations between certain immigrant student groups with strong solidarity and other non-belonging students. There is also a power and counter-power dynamic between authorities making decisions affecting the immigrant students\u27 life situation and resistance to these decisions. The study contributes valuable information of the mechanisms involved in the lives of newly arrived immigrant young students in Sweden, with possible relevance to similar contexts in other Nordic and European countries.Denna studie handlar om framträdande teman om nyanlända invandrarelevers livs- och studiesituation utifrån fyra lärares beskrivningar av sin undervisning. Studien bygger på intervjuer med lärarna på ett yrkesgymnasium i en förort till en svensk större stad där boende domineras av invånare med invandrarbakgrund. Foucault’s begrepp om makt och motmakt samt Riessmans narrativa analys används för att diskutera och analysera lärarnas beskrivningar. Resultatet visar på förekomsten av makt och motmakt mellan skötsamma och ambitiösa invandrarelever och media som visar bostadsområdet som eleverna bor på som ett problemområde med kriminalitet. Studien visar också att det existerar maktoch motmakt mellan vissa grupper av invandrarelever som är i solidaritet med sina gruppmedlemmar, och de andra eleverna som inte tillhör gruppen. Det finns även makt och motmaktsutövning mellan myndigheter som fattar beslut om invandrarelevernas livs- och studiesituation och invandrarelever som sätter sig upp mot myndighetsbesluten. Studien kan bidra till ökad kunskap om nyanlända invandrarelevers livs- och studiesituation i Norden och i övriga Europa
Students’ understanding of legal citizenship and co-citizenship concepts: Subject positions and capabilities
No full textThis article presents findings from a research project aimed at exploring youth understandings of two Norwegian words for citizen: statsborger and medborger, translated as legal citizen and co-citizen. The topic was explored through group interviews with 10th grade students in three schools. The findings are analysed through the lens of subject positions and capabilities, with the results showing that students appropriate categories and storylines within public debate in order to frame different citizen subject positions as either one of ‘us’ or ‘them’. Dichotomies and overlaps are also visible in descriptions of citizen capabilities as either legal, ideal, or societal. Legal capabilities, understood as the juridically defined rights of majority and minority legal citizens and co-citizens, are less clear to students and are at times obscured by societal capabilities, or the rhetoric within public debate which may hinder minority capabilities. Additionally, ideal capabilities, or democratic values, often stand in conflict with the rhetoric of public debate. The main implication of these research findings is that a citizenship lens allows for a nuanced exploration of citizen subject positions and attendant capabilities within a democracy, including exploration of the challenges that minority citizens may face. Being explicit about the who (subject position), what (categories), and how (storylines) of democratic participation will allow students a more critical understanding of citizenship than the predominantly values centred discussions which are often a staple of citizenship education
Interventions for Inclusion in TVET through Private-Public Development Partnership in Ethiopia and Zambia
No full textThe study is about reconfiguring Technical and Vocational Education and Training (TVET) through Private-Public Development Partnership (PPDP) for the inclusion of disadvantaged groups in Ethiopia and Zambia. A PPDP is a cooperation between national and foreign actors targeted at development activities and is a governmental strategy to increase the standard of TVET, including strategies to include disadvantaged learners. This article focuses on two PPDPs, one comprising a TVET college in Ethiopia and another in Zambia. The aim is to analyse and compare the curricular strategies of these two PPDPs to revamp TVET for the inclusion of disadvantaged learners. Data was generated through document analysis, interviews and focus groups. The findings indicate that both PPDPs served as an intervention to the TVET institutions, thereby including disadvantaged learners in contexts of huge inequality of opportunities. The article points to tensions relating to inclusion, particularly about how global educational policy trends contend with the realities in local labour markets and the needs of TVET graduates who will work therein.
Artistic and Art-Based Research Methods: The Mutual Developments of Theory and Practice in Contemporary Art Research
No full textThis special issue is intended as a contribution to the field of artistic research with a particular focus on artistic and art-based methods. Finding that reflections and scientific articles on artistic research often argue for the relevance and position of artistic research as research in itself, it is here the intention to promote and develop the variety in artistic research methodology and also discuss the relations between artistic practice and research practice. The issue consists of one previously published video work and 12 original articles – 11 are written in English and one in Danish, the latter will appear in an English translation later this year.
The presented methods cover conceptual, material, analytical and observational modes of research, and most of the authors are both artists and researchers – that is, working in higher education and holding PhDs or positions as professors.
Table of contents
1. Forms of artistic and art-based research
Listening to the Forest Ellen Johanne Røed
Penance Practices Used as an Artistic Research Method Gunhild Vatn
Artistic Research in Artists’ Books Ingeborg Stana
Dogma Film and Ceramic art: The Case of ‘Blue Collar – White Collar’ Arild Berg
2. Material constrictions and relations
AestPra – a Meta-methodology for Art and Craft Astrid Heimer
To Research by Two Hands Vibeke Sjøvoll, Geir Grothen
Co-designed Embroidery Student Projects in Art and Design Education Randi Veiteberg Kvellestad
3. Artistic research in a social context
Border Threads How Ethical Dilemmas of User Involvement in Art Become a Driving Force for Developing Artistic Practice Camilla Dahl
Research Innovation: Advancing Arts-based Research Methods to Make Sense of Micro-moments Framed by DementiaLilli Mittner, Rikke Gürgens GjærumHelene Illeris, Kristian Nøh3veh3 Knudsen, Lisbet Skregelid
A/r/tografi som Tilgang til Udvikling af en Sanselig Bæredygtighedsdidaktik i KunstfageneHelene Illeris, Kristian Nøh3veh3 Knudsen, Lisbet Skregelid
4. Extended conceptions of knowledge in an art-related research context
Enabling Knowledge: The Art of Nurturing Unknown Spaces Cristina Archetti, Camilla Eeg-Tverbakk
Choreographic Principles in \u27Affective Choreographies\u27 Ingri Midgard Fiksdal
The Third Site: Blending Polyphonic Methodology and EpistemologyMimesis Heidi Dahlsveen, Venke AureThis special issue is intended as a contribution to the field of artistic research with a particular focus on artistic and art-based methods. Finding that reflections and scientific articles on artistic research often argue for the relevance and position of artistic research as research in itself, it is here the intention to promote and develop the variety in artistic research methodology and also discuss the relations between artistic practice and research practice. The issue consists of one previously published video work and 12 original articles – 11 are written in English and one in Danish, the latter will appear in an English translation later this year.
The presented methods cover conceptual, material, analytical and observational modes of research, and most of the authors are both artists and researchers – that is, working in higher education and holding PhDs or positions as professors.
Table of contents
1. Forms of artistic and art-based research
Listening to the Forest Ellen Johanne Røed
Penance Practices Used as an Artistic Research Method Gunhild Vatn
Artistic Research in Artists’ Books Ingeborg Stana
Dogma Film and Ceramic art: The Case of ‘Blue Collar – White Collar’ Arild Berg
2. Material constrictions and relations
AestPra – a Meta-methodology for Art and Craft Astrid Heimer
To Research by Two Hands Vibeke Sjøvoll, Geir Grothen
Co-designed Embroidery Student Projects in Art and Design Education Randi Veiteberg Kvellestad
3. Artistic research in a social context
Border Threads How Ethical Dilemmas of User Involvement in Art Become a Driving Force for Developing Artistic Practice Camilla Dahl
Research Innovation: Advancing Arts-based Research Methods to Make Sense of Micro-moments Framed by DementiaLilli Mittner, Rikke Gürgens GjærumHelene Illeris, Kristian Nøh3veh3 Knudsen, Lisbet Skregelid
A/r/tografi som Tilgang til Udvikling af en Sanselig Bæredygtighedsdidaktik i KunstfageneHelene Illeris, Kristian Nøh3veh3 Knudsen, Lisbet Skregelid
4. Extended conceptions of knowledge in an art-related research context
Enabling Knowledge: The Art of Nurturing Unknown Spaces Cristina Archetti, Camilla Eeg-Tverbakk
Choreographic Principles in \u27Affective Choreographies\u27 Ingri Midgard Fiksdal
The Third Site: Blending Polyphonic Methodology and EpistemologyMimesis Heidi Dahlsveen, Venke Aur
Approaching the concept of research in the 5-year teacher education programme in design, art, and crafts: An analysis of the Norwegian national curriculum regulations
No full textIn 1976, a master’s programme in art and design education was established at two pedagogical institutions in Norway. The programme can be seen as the first step in developing field-specific research education for professional teachers in the field. The programme was implemented without parallels at the universities and thus lacked an established research tradition on which to rely. The master’s programme has retrospectively been described as transdisciplinary in nature. This mode of knowledge production encourages disciplinary crossing and the study of reality from multiple angles. By 2023, at the latest, a 5-year teacher education programme for practical and aesthetic subjects, including design, art, and crafts, will be implemented in Norway. In this article, the concept of research, as it appears in the Norwegian national curriculum regulations for the upcoming programme, is analysed through a summative content analysis. The analysis addresses the questions of what characterises the concept of research in the national curriculum regulations and how the concept of research corresponds to the legacy of the original master’s programme established in 1976. Among the findings is that both profession-oriented research and artistic development work are acknowledged as research in the curriculum regulations, which agrees with both original ideas of the master’s in art and design education and transdisciplinary knowledge production. Teamwork as part of research appears to be an area for further development. This analysis suggests drawing on transdisciplinarity as well as experiences from ‘educational practice’ in teacher education in the further development of the concept of research.In 1976, a master’s programme in art and design education was established at two pedagogical institutions in Norway. The programme can be seen as the first step in developing field-specific research education for professional teachers in the field. The programme was implemented without parallels at the universities and thus lacked an established research tradition on which to rely. The master’s programme has retrospectively been described as transdisciplinary in nature. This mode of knowledge production encourages disciplinary crossing and the study of reality from multiple angles. By 2023, at the latest, a 5-year teacher education programme for practical and aesthetic subjects, including design, art, and crafts, will be implemented in Norway. In this article, the concept of research, as it appears in the Norwegian national curriculum regulations for the upcoming programme, is analysed through a summative content analysis. The analysis addresses the questions of what characterises the concept of research in the national curriculum regulations and how the concept of research corresponds to the legacy of the original master’s programme established in 1976. Among the findings is that both profession-oriented research and artistic development work are acknowledged as research in the curriculum regulations, which agrees with both original ideas of the master’s in art and design education and transdisciplinary knowledge production. Teamwork as part of research appears to be an area for further development. This analysis suggests drawing on transdisciplinarity as well as experiences from ‘educational practice’ in teacher education in the further development of the concept of research
Diffractive Entanglements and Readings with/of Data
No full textTaking up Haraway’s (1997, 2016) and Barad’s (2007) diffraction I, co-constituted with theory, participant, audio, text, materials, perform an embodied diffractive analysis of the data from one research study. I begin by reckoning with Barad’s objectivity in knowledge production connecting her thinking back through Heisenberg and Bohr. Then, I attend to the specific material arrangements of data production across interconnecting levels. Next, I describe a thought experiment in diffractive methodology. The result is my embodied engagement with and reading across and through the research productions to draw attention to and attend to the differences produced through various material arrangements (https://youtu.be/7JzIeiozzVM). 
A sketchbook on seduction, or the urging into the Indefatigable Unknown
No full textThis paper presents a sketchbook on the concept of seduction. A sketchbook is a collection of episodic moments of musings through a particular philosophical concept. It operates between the notion of philosophy as method and issues related to the articulation of qualitative inquiry. In this instance, seduction is seen as the urging into the indefatigable unknown of the initial moments preceding inquiry. This paper proposes shifting perspective from research design to an attunement into immanence
Tilrettelegging for dybdelæring og helhetlig yrkeskompetanse i helsefagarbeiderutdanningen
No full textPrevious research shows major relevance problems with a lack of coherence between theory and practice and between the content of the education and the work task in the profession. However, the curriculum reform The Subject Renewal 2020 emphasizes more in-depth learning and comprehensive vocational competence in the training of health care workers in Norway.The research questions were about what content can develop students\u27 in-depth learning and comprehensive professional competence and how practice can be organized at health-care-worker-education (HFA), seen from a work-life and student perspective. The empirical basis is based on group interviews and individual in-depth interviews (2018-2019).The results show a lack of coherence between the school and the working life on what characterizes relevant content and organization of the practical training at HFA. At the same time, the results point to the importance of content that emphasizes a comprehensive patient approach linked to comprehensive professional competence rather than school assignments that emphasize individual disciplines and procedures. The results also pointed to the organization of practices that involved a collective responsibility for the students because it provides better continuity, as well as broader and more varied practice experiences for the students.Mye av forskningen innenfor det profesjonspedagogiske og yrkespedagogiske fagfeltet viser store relevansproblemer. Her er det manglede koherens mellom teori og praksis, og mellom innholdet i utdanningen og den utøvende praksis i feltet. Samtidig legger læreplanreformen Fagfornyelsen 2020 mer vekt på dybdelæring og helhetlig yrkeskompetanse i opplæringen av helsefagarbeidere. Dette var bakgrunnen for en kvalitativ studie om hva som kan bidra til utvikling av dybdelæring og helhetlig yrkeskompetanse gjennom praksis i arbeidslivet for elever ved videregående trinn 2 (vg2) helsearbeiderfag (HFA). Forskningsspørsmålene handlet om hvilket innhold som kan utvikle elevers dybdelæring og helhetlige yrkeskompetanse, og hvordan praksis kan organiseres ved vg2 HFA, sett fra et arbeidsliv- og elevperspektiv. Empirigrunnlaget er basert på gruppeintervju av fire erfarne helsefagarbeidere som var praksisveiledere for elever i yrkespraksis, samt individuelle dybdeintervjuer av syv nyutdannede helsefagarbeidere fra ulike sykehjem (2018-2019). Resultatene viser mangel på koherens mellom skolen og arbeidslivet om hva som kjennetegner relevant innhold og organisering av praksisopplæringen ved vg2 HFA. Samtidig peker resultatene på viktigheten av innhold som vektlegger et helhetlig pasientsyn knyttet til yrkeskompetanse, i stedet for skoleoppgaver som vektlegger enkeltdisipliner og prosedyrer. Resultatene peker også på behov for en ny organisering av praksis, som innebærer et kollektivt ansvar for elevene på arbeidsplassen. Det fordi det gir bedre kontinuitet, samt bredere og mer varierte praksiserfaringer for elevene