1,720,961 research outputs found
Art Nights: Reimagining Professional Development as a Ritual
No full textArt teachers’ need for connection, passion for artmaking, desire for mentoring, and quest for renewal led me to ask, what happens if we reimagine professional development as ritualized artistic practice? What would occur if our ritual was collaborative and intergenerational? How might ritualized professional development aid the quest for renewal? Pulling imagery and quotes from a larger qualitative and arts-based research study (Willcox, 2017), this visual essay shares what happened when an intergenerational group of art teachers met and engaged in artistic inquiry about their teaching practice. Specifically, it weaves together imagery and quotes to illustrate how our ritual, art nights, recognized and celebrated the everyday tasks of art teachers, connected isolated and alienated art teachers, replenished the emotionally exhausted, and privileged the practice of art making
Art Nights: Reimagining Professional Development as a Ritual
Full text linkArt teachers’ need for connection, passion for artmaking, desire for mentoring, and quest for renewal led me to ask, what happens if we reimagine professional development as ritualized artistic practice? What would occur if our ritual was collaborative and intergenerational? How might ritualized professional development aid the quest for renewal? Pulling imagery and quotes from a larger qualitative and arts-based research study (Willcox, 2017), this visual essay shares what happened when an intergenerational group of art teachers met and engaged in artistic inquiry about their teaching practice. Specifically, it weaves together imagery and quotes to illustrate how our ritual, art nights, recognized and celebrated the everyday tasks of art teachers, connected isolated and alienated art teachers, replenished the emotionally exhausted, and privileged the practice of art making
Art Nights: Reimagining Professional Development as a Ritual
Full text linkArt teachers’ need for connection, passion for artmaking, desire for mentoring, and quest for renewal led me to ask, what happens if we reimagine professional development as ritualized artistic practice? What would occur if our ritual was collaborative and intergenerational? How might ritualized professional development aid the quest for renewal? Pulling imagery and quotes from a larger qualitative and arts-based research study (Willcox, 2017), this visual essay shares what happened when an intergenerational group of art teachers met and engaged in artistic inquiry about their teaching practice. Specifically, it weaves together imagery and quotes to illustrate how our ritual, art nights, recognized and celebrated the everyday tasks of art teachers, connected isolated and alienated art teachers, replenished the emotionally exhausted, and privileged the practice of art making
Ritualized Engrossment: Portraits of Early-Career Faculty Practicing Renewal
No full textIn higher education, the demands on early-career faculty often lead to mental health challenges and time poverty. This article explores two major issues that negatively impact faculty well-being: the disconnect between doctoral socialization and tenure-track realities, and the struggle to balance unrealistic expectations with sustainable practices. To address the dissonance we felt as early career faculty, we developed a renewal practice called ritualized engrossment, characterized by connection, collaboration, care, and commitment. Grounded in aesthetic approaches and using methods from portraiture and collaborative autoethnography, we present two narrative portraits illustrating the impact of this practice on our well-being. Our portraits illustrate moments when we considered the rightness of fit and our research trajectories. Our findings demonstrate how ritualized engrossment fostered vocational vitality and provided essential support for us as early-career faculty. This practical approach highlights the importance of consistent, intentional, and meaningful connections in sustaining personal and professional well-being
Alice’s Adventures in Graduate School: The Transformation Inside the Rabbit Hole
No full textThe purpose of this study was to explore the ways in which doctoral students completing Art Education Ph.D. programs in Schools of Education and Schools of Fine Art experience and perceive their enculturation and socialization into the worlds of higher education in both similar and different ways. It sought an understanding of the ways in which these different academic environments mold and influence student perceptions about what it means to be a graduate student in the field of art education. Given the significance of visual and metaphorical forms of communication in art education, this study further sought an understanding of the usefulness of arts-based and image-based practices in promoting dialogue about the research topic and within the research design. Thus using the question, ‘How and to what extent can images and metaphors in Alice’s Adventures in Wonderland be used to inform and examine the experience of completing a doctoral degree?’ this research used visual and verbal metaphor to illustrate the socialization of art education graduate students. Using Lakoff and Johnson’s theory concerning the Systematicity of Metaphorical Concepts (1980), Habermas’ Theory of Communicative Action (1984), and Carspecken’s Pragmatic Horizon Theory (1996) to ground the research in communication for consensual understanding, I focus upon the use of metaphor to communicate about experience. I present stories of helplessness, vulnerability, shame, and resilience that emerged from seven interviews with students enrolled in the top 15 “most influential United States and Canadian art education graduate programs” (Anderson, Eisner, & McRorie, 1998, p. 15)
Ritualized Engrossment: Portraits of Early-Career Faculty Practicing Renewal
Full text linkIn higher education, the demands on early-career faculty often lead to mental health challenges and time poverty. This article explores two major issues that negatively impact faculty well-being: the disconnect between doctoral socialization and tenure-track realities, and the struggle to balance unrealistic expectations with sustainable practices. To address the dissonance we felt as early career faculty, we developed a renewal practice called ritualized engrossment, characterized by connection, collaboration, care, and commitment. Grounded in aesthetic approaches and using methods from portraiture and collaborative autoethnography, we present two narrative portraits illustrating the impact of this practice on our well-being. Our portraits illustrate moments when we considered the rightness of fit and our research trajectories. Our findings demonstrate how ritualized engrossment fostered vocational vitality and provided essential support for us as early-career faculty. This practical approach highlights the importance of consistent, intentional, and meaningful connections in sustaining personal and professional well-being
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
A Recipe for Successful Collaboration: Shared Creative Work Experiences (SCrWE) Among Co-Researchers
Full text linkIn this article, we discuss our home cooking school as one example of a strategy we call "Shared Creative Work Experience" (SCrWE, pronounced "screwy"): Planned, playful extra-research activity during which collaborators engage in and reflect on creative work (e.g., cooking, sewing, painting, building, writing, performing, designing, gardening) that yields a product of some sort (e.g., a meal, a quilt, a painting, a shelf, a poem, a play, a game, a communal garden). Through SCrWE, we argue, collaborators playfully but deliberately create disequilibrium, shift perspectives, and unsettle power dynamics, ultimately preparing for productive, meaningful research partnerships. By creating a space for co-researchers to experience shared creative work, we aim to disrupt taken-for-granted assumptions and invite co-researchers to embrace ambiguity together. Grounded conceptually in aesthetic experiential play and the notion of the social imagination, SCrWE helps research teams identify potential sources of substantive, procedural, and affective conflict and then explore these conflicts in productive ways. Using techniques of collaborative autoethnography, we weave together recipes, photos, and scholarly writing to illuminate our experiences. We conclude by describing the steps for developing a SCrWE and include reflective questions to help research team members uncover their ontological, epistemological, and axiological commitments, ultimately leading to more meaningful research partnerships.In diesem Artikel stellen wir unsere Kochschule als Beispiel für eine Strategie vor, die wir "Shared Creative Work Experience" (SCrWE, ausgesprochen "screwy") nennen: geplante, spielerische Aktivitäten außerhalb der Forschung, bei denen die Teilnehmer*innen kreative Arbeit (z.B. Kochen, Nähen, Malen, Bauen, Schreiben, Darstellen, Gestalten, Gärtnern) verrichten und darüber reflektieren, die zu einem Produkt führt (z.B. einer Mahlzeit, einem Quilt, einem Gemälde, einem Regal, einem Gedicht, einem Theaterstück, einem Spiel, einem Gemeinschaftsgarten). Durch SCrWE schaffen die Beteiligten spielerisch, aber absichtlich ein Ungleichgewicht, verschieben die Perspektiven und bringen die Machtdynamik ins Wanken, was letztlich eine produktive, sinnvolle Forschungspartnerschaft vorbereitet. Mittels eines Raums, in dem Forscher*innen gemeinsam kreativ arbeiten können, wollen wir gewohnte Annahmen durchbrechen und dazu einladen, sich gemeinsam auf Mehrdeutigkeit einzulassen. SCrWE basiert konzeptionell auf dem ästhetischen Erfahrungsspiel und dem Konzept der sozialen Vorstellungskraft und hilft Forschungsteams dabei, potenzielle Quellen für inhaltliche, prozessuale und affektive Konflikte zu identifizieren und diese dann auf produktive Weise zu erkunden. Mithilfe der Techniken der kollaborativen Autoethnografie verweben wir Rezepte, Fotos und wissenschaftliche Texte, um unsere Erfahrungen zu beleuchten. Abschließend beschreiben wir die Schritte zur Entwicklung eines SCrWE und stellen Reflexionsfragen, die den Mitgliedern von Forschungsteams helfen sollen, ihre ontologischen, epistemologischen und axiologischen Verpflichtungen zu erkennen, was letztlich zu sinnvollerem Zusammenarbeiten führt
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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