Art/Research International (Journal)
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A Dramatisation of Research Outcomes: A Verbatim Drama Based on the Lived Experience of Women Casual Academics
No full textWithin this article I offer a brief rationale for de-disciplining and re-disciplining research communication, present a drama script using the narrative experience of six women casual academics from across three Australian universities, and offer a succinct rationale for employing artistic forms of communication more generally, and drama more particularly, for re-presenting lived experience. The article predominantly focuses on the stories of women causal academics in Australian universities. It is their voices that are privileged and centralised. Women casual academics make up the majority of academics in Australia, yet they are currently ‘un-voiced’. This article therefore creates some space for the voices of women causal academics to be heard and known in a form that is congruent to their lived experienc
Listening to the Silences: A Teacher’s First Year in Words and Music
No full textListening to the Silences is an ethnodrama – an example of verbatim theatre that evokes a teacher’s first year in the Chicago Public Schools (CPS) based on the words voiced during a series of four interviews sessions conducted by the author. The protagonist, Indiana Ingelside, spent her first year in CPS in an African American school in one of Chicago’s poorest neighborhoods. The show is intended to help the audience reflect on the beginning teacher’s experiences of working in that setting. The script evokes the challenges of teaching within environments shaped by social policies that do not address, and frequently exacerbate, the poverty, racism, and other forms of injustice that shape the lives of children and families of color. The article begins with the complete playscript and then concludes with an afterword that describes what the author learned from developing and producing the show. Photos from the Philadelphia workshops are included
The Power and Possibilities for Understanding Teaching in these Times with Ethnodramatic Inquiries into Teacher Stories: Two Reviews
No full textThe following is a review and commentary on two of Charles Vanover’s ethnodramatic performances of the ethnographic interviews of two teachers. At two sessions at two educational conferences, Charles staged verbatim excerpts from each interview to open conversations with teacher educators about the challenges faced by two teachers in Chicago Public Schools. With this review, I explain the structuring behind each performance and the ensuing conversations about teacher challenges and needs in these times. I illuminate how educators can use ethnodramatic inquiries into teacher stories to deepen their understandings of teacher education and to re-write narratives that scapegoat teachers as the problem
Knowledge Translation Capacity of Arts-informed Dissemination: A Narrative Study
No full textBackground: Arts-informed dissemination is an expanding approach to enhancing knowledge translation in the health sciences. Problematic is the minimal evaluation studies and the rare reporting of the influencing factors of knowledge translation. “The 7,024th Patient” is a research-derived art installation created to disseminate findings about patients’ experiences of heart surgery and the importance of humanistic patient-centred care approaches. The current study’s purpose was to explore how arts-informed dissemination (i.e., “The 7,024th Patient”) influenced healthcare practitioners’ delivery of care.Methods: An arts-informed narrative study was guided by the Promoting Action on Research Implementation in Health Services framework. The sample included a multi-disciplinary group of 19 individuals who worked with patients undergoing and recovering from heart surgery. Two interviews were conducted with each participant at the time of viewing the installation and 6 months later. A narrative analysis was conducted using Pictorial Narrative Mapping techniques.Results: Study findings indicated that the arts as a form of evidence provide an experiential and aesthetic encounter, which stimulated reflective practice. Participants’ accounts reflected cognitive and behavioral modifications related to empathy, holistic approaches and relational care. However, the complexities associated with the interpretive process and the influencing knowledge translation elements indicated a need to dialogue about the translation process, including deconstructing the evidence within the context of one’s own practice.Conclusions: Art is not just works of beauty or eccentric paintings. There is an imaginative and aesthetic capacity that can be cultivated with diligence, creativity, and rigour in the world of healthcare research and knowledge translation. Next steps require the examination of the knowledge translation capacity of different art forms with a range of populations and disciplines. Additionally, this study suggests the need to explore arts-informed dissemination that draws upon a more dialogical intervention in which knowledge users are involved in the interpretive processes of knowledge translation
What I Learn from Theatregoing: Review Haiku
No full textA haiku suite of theatre reviews and reflection on application to practice as drama educator and scholar
Do You Want to Watch a Movie?: Conceptualizing Video in Qualitative Research as an Imaginative Invitation
No full textIn the early 1970’s and into the 90’s philosophic and ethnographic worlds encountered a crisis of representation. During this time, the world of qualitative research opened up to include a deep and meaningful exploration of the guiding epistemological, ontological and axiological values inherent in inquiry. Scholars began exploring the how and why of representation in the context of qualitative research. This paper is positioned as a continuation of that line of inquiry. In the following pages, we investigate the role of representation in qualitative research and postulate the medium of video as a means for opening up new ontological possibilities for how we represent our research findings. We explore the idea of video as an imaginative invitation for the viewer/audience to collaborate and engage in research
Finding Big Gay Church: An Academic Congregation Exploring LGBTQ Intersections with Religion, Art, and Education
No full textUsing the metaphor of mapping as an overarching metaphor, this article presents an amalgamated version of the first five years of Big Gay Church, an annual session at the National Art Education Association’s convention since 2009. Big Gay Church is a collaborative small group of queer art educators and allies coming together to explore the intersections of religion, education, the arts, culture, and LGBTQ identities. By using tools and constructs from dramatic inquiry and other performance pedagogies, as well as inviting attendees to fully participate as members of the congregation, we transform this conference session into an opportunity for scholarship, action, connection, and fellowship. Such arts-based academic interventions can provoke a re-imagining of ways forward, together, in education and research
Collaborative Meaning-making in Arts-based Research: Data Interpretation with an Artist, a Physician, and an Art Historian
No full textThis article discusses collaborative meaning-making in arts-based research. It introduces a project in which an artist-researcher invited a physician and an art historian to help to interpret medical students’ hand-made drawings of the female reproductive system and the conception process. The authors elaborated on different viewpoints and modes of talking during the data interpretation, and discussed how these were founded on, and disrupted, their professional roles in various ways. The article discusses how these different viewpoints about the students’ drawings complemented or conflicted with each other. It also discusses the use of associations and humor in these interpretations, and the experiences of emotional discomfort during the process
Art For? Framing the Conversation on Art and Social Change with Steven Hill
No full textIn my role as a researcher with Simon Fraser’s University’s Art for Social Change Research Project I was charged with the task of historicalizing the work of artists who have been recognized for their contribution to the field of socially engaged art. With video artist Flick Harrison we set out and conducted a series of intimate and personal conversations with artists, many of whom I shared a history of practice. Defining the practice as meaning to take the experience one has gained, experience from the doing of it, in order to actualize a condition or event that did not exist before. The research outcome represented in this digital video piece is based on a recorded interview with director, actor, and creator Steven Hill. By disrupting the interview through visual inserts and pithy philosophical responses into the visual frame we are seeking to unpack the conventional research interview. This process in and of itself becomes an action site of research. This piece not only playfully unpacks the objectivity of the researcher but also offers a field of visual play that formally furthers Steven Hill’s theorizing on the idea of frames and what predetermines the frames we bring to the project of art ‘for’ social change. The underlying question that forms the spine of interview is based on Hannah Arendt’s (1954) theory of past and future as it relates to the education of the young. What needs to be preserved in your practice or held a responsibility as it is re-imagined in the future