1,721,009 research outputs found
Introduction: Art as a bridge
Get PDFThis is an accepted manuscript of a chapter published by Intellect in Applied Arts and Health on 15/11/2022. Available online: https://www.intellectbooks.com/applied-arts-and-health
The accepted version of the publication may differ from the final published version
Using art as research in learning and teaching: multidisciplinary approaches across the arts
No full textThis is an edited book by Ross W. Prior.Using Art as Research in Learning and Teaching explores various multidisciplinary visual and performing art forms, including creative writing, as ways to provide a rich contribution and understanding to research, learning, and teaching. Key figures in the field share their art-based research, arts practice, and philosophy, bringing the arts to life within their taught and learned contexts across a variety of art forms and levels of post-compulsory education. Featuring a foreword by internationally-renowned proponent of art-based research Professor Shaun McNiff, this book will be informative and useful to arts researchers and educators, addressing key challenges and possibilities in a rapidly changing higher education environment
Introduction: Artist-Educator-Researcher
No full textThis is a metadata only record. The full text of this book chapter is not available in this repository.Using Art as Research in Learning and Teaching explores various multidisciplinary visual and performing art forms, including creative writing, as ways to provide a rich contribution and understanding to research, learning, and teaching. Key figures in the field share their art-based research, arts practice, and philosophy, bringing the arts to life within their taught and learned contexts across a variety of art forms and levels of post-compulsory education
Breakthroughs and discoveries in theatre rehearsals: an ethnographic study of Close Quarters
Get PDFA thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy.This thesis contributes to the emerging field of rehearsal studies by examining the seldom-analysed (yet oft-referenced) moments of a text based theatre rehearsal where breakthroughs occur that advance the creative process.
This thesis presents an original framework through which text-based rehearsal breakthroughs which concentrate primarily on the dynamic between the actor, director and text can be viewed, categorised, and ultimately analysed as ‘The Four Lenses of Breakthrough’. An ethnographic methodology is utilised to analyse data collected from a case study observation of the breakthroughs in the rehearsal period of Kate Bowen’s new play Close Quarters (2018). This thesis sharpens the language used to articulate these moments by creating a practical framework for rehearsal observation and analysis. The Four Lenses created are: (1) individual and small recognition moments that occur; (2) individual discoveries for actors and directors; (3) collective discoveries shared by actors and directors; (4) and, finally, a ‘wow’ moment shared by all, where all the variables coalesce.
This thesis builds upon the work of scholars and practitioners whose objective has been to demystify the rehearsal period and to break apart the myth that the rehearsal room is a place of magic, and a mysterious place. With the expansion of rehearsal studies as a field within Western theatre, as well as performance studies since the 1970s, this thesis sits within the critical field of rehearsal studies, and argues for the importance of examining moments of breakthrough in rehearsal. The thesis attests that breakthroughs are unpredictable in a rehearsal period. Even with their ubiquitous occurrence in rehearsals, there is nevertheless a paucity in the literature of explicit analysis of breakthroughs; this thesis also draws together the extant literature as well as offering a new method of analysis
Knowing what is known: accessing craft-based meanings in research by artists
Get PDFMuch of the work of artists relies on tacit or inert understanding of their craft and consequently communicating this knowledge is not necessarily easy or straightforward. This presents many challenges for art-based researchers. It also presents teaching and learning challenges involved in developing appropriate education and training to prepare artists. Arts practitioners have ways of knowing about themselves as ‘artists’ and it is argued in this commentary that these have grown out of their own deep and personally significant experiences. The ways in which this knowledge is rendered also appears to be based in practical experience – that is, in particular communities of practice. Artists may typically express values and concepts that are practice based, are difficult to express in theoretical terms and reflect what is deemed by them as desirable or preferable conditions for the execution of their art form. Socially and artistically constructed ways of knowing are formed in practice and through practice as craft-based meanings. Craft-based ways of knowing are founded on particular meanings inherent in practice that are often difficult to communicate. By drawing upon the author’s own research into practical actor training, this exposition attempts to capture the particular types of knowledge artists possess and why these may present challenges for researchers in using more open-ended methodologies whilst ensuring they provide validity. In doing so, this exposition also examines the fundamental question of what represents ‘evidence’ in art-based research – knowing what is know
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Looking around in awareness: playbuilding on HIV-AIDS
No full textExploring difficult issues can be the domain of drama and theatre. This article examines the processes of researching and workshopping an exploration of HIV-AIDS by a group of 20 undergraduate university students using playbuilding techniques. The importance of hegemony and the assimilation process become key issues in this classroom drama process. This personal account by the leader reveals that the process of researching and workshopping is fraught with difficulty but is not without its ultimate rewards when the students appear to make a shift in their understanding of the issues surrounding HIV-AIDS. The author proposes that a process drama approach would enhance the quality of meaningful experience when using playbuildin
The ‘Epistemic Object’ in the Creative Process of Doctoral Inquiry
Get PDFWithin the framework of practice-led doctoral research in the art and design sector, there has long been debate about the role of the artefact/creative works in the process of inquiry and in the final submission for Ph.D. examination. Their status can be ambiguous and the concept of ‘exhibition’ is – we would argue – problematic in this context. In this chapter we want to suggest an alternative way of considering the role of artefacts/creative works in a doctoral submission, by discussing the liberating concept of ‘epistemic objects’ – their possible forms and agencies, and the alternative display/sharing of the understandings generated from these through ‘exposition’ not exhibition.
Whilst our experience and expertise lies within the sector of art and design, we suggest that some ideas in this chapter may resonate and be relevant to other creative disciplines in the revealing and sharing of doctoral research outcomes. This process can be difficult and provoke many anxieties for the practitioner-researcher and their supervisors, so some clarity on this might help everyone involved in the examination of doctoral work to approach it with integrity and confidence, and see it as a valuable learning experience for all involved
- …
