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Thematische Bibliographien / Arts-informed methods / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Arts-informed methods“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Donald, Karina, and Linda Brock. "Caribbean Family Resilience: A Mixed Methods Arts-Informed Research." International Journal of Multiple Research Approaches 15, no. 1 (2023): 2–23. http://dx.doi.org/10.29034/ijmra.v15n1a1.

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The challenges that Caribbean families encounter are multidimensional: social, economic, and environmental (Lacey et al., 2017). As a culture that values the influence of families (Barrow, 1996), it is unknown how they cope with difficulties. The present study was guided by the research question: What are the experiences and resources of family resilience among English-speaking Caribbean families? This mixed methods research study explored family resilience among Caribbean families. The qualitative component was an arts-informed phenomenological design of interviews and artmaking of 19 familie

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Lordly, Daphne. "Crafting Meaning: Arts-informed Dietetics Education." Canadian Journal of Dietetic Practice and Research 75, no. 2 (2014): 89–94. http://dx.doi.org/10.3148/75.2.2014.89.

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Purpose: University nutrition students’ experiences of participation in an arts module as part of a senior nutrition course were explored to gain an understanding of the relationship of art to dietetics practice. Methods: The module comprised discussions, readings, and presentations from dietitian artists, along with three assignments: the production of art, an artist statement, and a reflection paper. The art production depicting an aspect of body image was presented to the class and optionally at a body image conference. An exploratory, qualitative methodology informed by Schön’s reflective

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Wehbi, Samantha, Yahya El-Lahib, Jordyn Perreault-Laird, and Ganna Zakharova. "Oasis in a concrete jungle: arts-informed methods in social work classrooms." Social Work Education 37, no. 5 (2018): 617–32. http://dx.doi.org/10.1080/02615479.2018.1450372.

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Kukkonen, Tiina, and Benjamin Bolden. "Teaching Lives: An Arts-Informed Exploration of Teacher Experience." Art/Research International: A Transdisciplinary Journal 3, no. 2 (2018): 150–71. http://dx.doi.org/10.18432/ari29329.

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With this article we connect the knowledge and experiences of two retired schoolteachers to present-day paradigms of learning and teaching in schools through narrative and arts-informed research processes. By extracting meaning from narratives of teacher experience and representing those meanings using musical and visual art media and methods, we hope to engage percipients in a form of “empathetic participation” that may lead to new and/or revitalized conceptions of teaching and learning, inform current pedagogical practices, and enhance teachers’ sense of belonging to an intergenerational com

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Capous-Desyllas, Moshoula, and Nicole F. Bromfield. "Using an Arts-Informed Eclectic Approach to Photovoice Data Analysis." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691775218. http://dx.doi.org/10.1177/1609406917752189.

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Arts-informed approaches in qualitative research are gaining more recognition as being a critical research approach in the social sciences. Using arts in research is most commonly seen in the data collection process and in data representation, however, very little is written about how to use arts-informed approaches in data analysis. There are no “how-to” guides and researchers who engage in photovoice research often implement traditional qualitative methods for analyzing their data. The purpose of this article is to merge creativity with rigor to illustrate alternative means to analyze photov

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Grittner, Alison, and Christine Walsh. "CREATING DESIGN CONNECTIONS: ARTS-BASED METHODS AS A PATHWAY INTO TRAUMA-INFORMED DESIGN FOR OLDER HOMELESS ADULTS." Innovation in Aging 8, Supplement_1 (2024): 292. https://doi.org/10.1093/geroni/igae098.0952.

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Abstract Older adults who have experienced homelessness are more likely to live with trauma than their continually housed counterparts. Trauma-informed design (TID) recognizes that the built environment – defined as all physical elements that are human-made or curated to respond to human needs, desires, or purposes – impacts the physical, psychological, and emotional effects of trauma. TID seeks to positively shape this trauma-built environment connection through intentional design. While environmental gerontology has long understood the connection between aging well and the built environment,

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Wehbi, Samantha. "ETHICS, ART, AND SOCIAL WORK." Canadian Social Work Review 34, no. 1 (2017): 47–59. http://dx.doi.org/10.7202/1040994ar.

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There has been a growing interest in bringing creative arts as methods and processes into social work education and practice to enhance student learning and contribute to practices tackling issues of social justice and anti-oppression. This paper builds on the current conversation about the intersection of art and social work to propose the need for engagement with ethical considerations to guide our practice. Relying on examples of arts-informed and arts-based projects that tackle issues of ableism and racism, the discussion focuses on the need to consider issues of consent, representation, a

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Miller, Evonne, and Oksana Zelenko. "The Caregiving Journey: Arts-Based Methods as Tools for Participatory Co-Design of Health Technologies." Social Sciences 11, no. 9 (2022): 396. http://dx.doi.org/10.3390/socsci11090396.

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Being an informal caregiver to a loved one with an illness, disease, or chronic disability is a rewarding but frequently stressful experience. In this design research project, caregivers participated in a half-day workshop to (1) share their caregiving experience, (2) reflect on the potential of a mobile smartphone ‘app’ for carers and (3) co-design this app, as well as participate in in-depth interviews. Our design research process used multiple arts-based methods, including visual experience mapping tools, storytelling, photo-elicitation, documentary photography, cartoons, drawing, and resea

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Caine, Vera, Susan Sommerfeldt, Charlotte Berendonk, and Roslyn M. Compton. "Encouraging a Curiosity of Learning: Reflecting on Arts-Informed Spaces Within the Classroom." LEARNing Landscapes 9, no. 2 (2016): 127–41. http://dx.doi.org/10.36510/learnland.v9i2.767.

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It is through imagination that we create arts-informed inquiry spaces of learning. Our teaching practices and research include being awake to would-be artistry by encouraging a curiosity of learning. In these spaces we have learned to be open to surprise, play, and possibilities. As we make arts-informed methods integral to teaching and learning, we purposefully engage; in our classroom is where experiences call forth inquiry. In this paper we make visible four common threads. These threads include: considering the ontological and epistemological underpinnings of our practices; the signi cance

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Kulnieks, Andrejs, Dan Roronhiakewen Longboat, and Kelly Young. "Engaging Eco-Hermeneutical Methods: Integrating Indigenous and environmental curricula through an eco-justice-arts-informed pedagogy." AlterNative: An International Journal of Indigenous Peoples 12, no. 1 (2016): 43–56. http://dx.doi.org/10.20507/alternative.2016.12.1.4.

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Kulnieks, Andrejs, and Kelly Young. "Literacies, Leadership, and Inclusive Education: Socially Just Arts-Informed Eco-Justice Pedagogy." LEARNing Landscapes 7, no. 2 (2014): 183–93. http://dx.doi.org/10.36510/learnland.v7i2.659.

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In this article we outline the primary tasks of eco-justice education with a focus on identifying diverse cultural methods for understanding inclusion both theoretically and in educational practices. Eco-justice education involves a critical cultural and linguistic analysis of the interrelatedness of the social and ecological crises. It is through artsinformed eco-justice education practices that we are able to outline the importance of the benefits of dwelling in a learning garden. We offer specific examples of how to enact an eco-justice education curriculum in order to foster the developmen

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Askia, Awili Ikwo-Idongesit. "Enhancing Professional Development in the Arts through Effective Training Methods." International Journal of Research 10, no. 9 (2023): 292–99. https://doi.org/10.5281/zenodo.8386851.

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This position paper advocates for a comprehensive approach to professional development in the arts, emphasizing the integration of diverse and tailored training methods. It highlights six key strategies: workshops, mentoring and apprenticeships, online platforms, collaborative projects, reflective practices, and fostering a culture of innovation. Workshops provide immersive, hands-on learning experiences, fostering a collaborative environment for artists to experiment with new techniques. Mentoring and apprenticeships establish personalized relationships, offering tailored guidance and facilit

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Davis, Jeffry C. "The Virtue of Liberal Arts." Journal of Interdisciplinary Studies 19, no. 1 (2007): 61–80. http://dx.doi.org/10.5840/jis2007191/24.

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Despite a decline of liberal arts values and institutions of higher education, the demand for a liberal arts approach to study remains strong at many church-related colleges and universities that affirm a Biblical worldview and strive to promote interdisciplinary integratim. This essay proposes that Christian schools with a liberal arts heritage need to reaffirm liberal arts values and pedagogy. Prompted by perennial questions of the human condition--"Who am I?" and "How should I live?"--students should be challenged to form responses consistent with ethical inquiry. Christian liberal arts tea

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Furman, Ellis, Amandeep K. Singh, Ciann Wilson, Fil D’Alessandro, and Zev Miller. "“A Space Where People Get It”: A Methodological Reflection of Arts-Informed Community-Based Participatory Research With Nonbinary Youth." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691985853. http://dx.doi.org/10.1177/1609406919858530.

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This article is a methodological reflection of Bye Bye Binary, a community-based participatory research project (CBPR) that explored nonbinary youths’ experiences of identity development, engagement in activism, discrimination, and mental health in Ontario, Canada. The arts-informed method of body mapping was employed in a workshop format to garner the experiences of 10 nonbinary youth (aged 16–25), in conjunction with additional qualitative methods (i.e., individual interviews and reflective notes). Findings suggest that the body-mapping workshop fostered a safe environment that promoted idea

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Tarr, Jen, Elena Gonzalez-Polledo, and Flora Cornish. "On liveness: using arts workshops as a research method." Qualitative Research 18, no. 1 (2017): 36–52. http://dx.doi.org/10.1177/1468794117694219.

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Drawing on a research project using arts workshops to explore pain communication, we develop a methodological reflection on the significance of the liveness of arts-based methods. We discuss how liveness informed the design of workshops to provoke novel forms of communication; how it produced uncontrollable and unpredictable workshops, whose unfolding we theorize as ‘imprography’. It also constituted affective and collective experiences of ‘being there’ as important but difficult-to-record parts of the data, which raises challenges to current understandings of what constitutes data, particular

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Middleton, Lisa, Danielle Arlanda Harris, and Alissa R. Ackerman. "A Mixed-Methods Process Evaluation of the Art of Yoga Project for Girls in Custody." Prison Journal 99, no. 4_suppl (2019): 38S—60S. http://dx.doi.org/10.1177/0032885519860852.

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Many adolescent girls in custody have extensive histories of profound childhood trauma and abuse. They typically come from marginalized communities marked with gang violence. The Art of Yoga Project provides a gender-specific, trauma-informed, and culturally sensitive approach to cater to this understudied and underserved population. The Yoga and Creative Arts Curriculum combines yoga, mindfulness, meditation, and art for girls in custody in several Californian counties. The findings are from a mixed methods evaluation of multiple sites over several years. Taken together, we saw an improvement

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Samuel J., Kakungulu. "Navigating Ethical Challenges in Arts-Based Research in Medicine." Research Output Journal of Education 4, no. 2 (2024): 17–21. https://doi.org/10.59298/roje/2024/421721.

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Arts-based research (ABR) in medicine provides innovative ways to understand and communicate health-related experiences, using methods such as photography, poetry, and filmmaking to explore complex patient narratives. However, the integration of artistic methodologies into medical research introduces unique ethical challenges, including informed consent, confidentiality, emotional safety, and power dynamics in participant-researcher relationships. This paper examines these issues in the context of arts-based participatory action research with Canadians living with rheumatological diseases. It

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Bennett, Jill, Gail Kenning, Lydia Gitau, Rebecca Moran, and Marianne Wobcke. "Transforming Trauma through an Arts Festival: A Psychosocial Case Study." Social Sciences 12, no. 4 (2023): 249. http://dx.doi.org/10.3390/socsci12040249.

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Through a psychosocial lens, informed by relational psychoanalysis, this article discusses the design, delivery, and impact of The Big Anxiety’s 2022 festival in Warwick, Queensland—an arts-based program that engages with lived experiences of trauma, distress, and suicide, and in this case with the devastating impact of youth suicide, disproportionately affecting First Nations communities. It describes the festival’s methods of creative engagement, examining how these create conditions for the transformation of trauma and for experiences of growth.

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S, Sanjana. "Shadow Work and Jungian Psychology in Contemporary Therapy: Reclaiming the Disowned Self." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 06 (2025): 1–9. https://doi.org/10.55041/ijsrem49585.

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Abstract Shadow work, rooted in Jungian analytical psychology, explores the repressed, denied, and unconscious aspects of the psyche—those disowned traits that influence our behavior, emotions, and relationships. In contemporary therapy, shadow work has gained renewed relevance as an integrative practice that bridges traditional psychoanalysis with trauma-informed care, expressive arts, and spiritual inquiry. This paper presents an in-depth literature review on the theory and application of shadow work, tracing its Jungian foundations and evolution into modern psychotherapeutic paradigms. Emph

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Shannon-Baker, Peggy. "“But I Wanted to Appear Happy”: How using Arts-Informed and Mixed Methods Approaches Complicate Qualitatively Driven Research on Culture Shock." International Journal of Qualitative Methods 14, no. 2 (2015): 34–52. http://dx.doi.org/10.1177/160940691501400204.

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Théberge, Julie, Mélanie Ann Smithman, Catherine Turgeon-Pelchat, et al. "Through the big top: An exploratory study of circus-based artistic knowledge translation in rural healthcare services, Québec, Canada." PLOS ONE 19, no. 4 (2024): e0302022. http://dx.doi.org/10.1371/journal.pone.0302022.

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Background The conventional methods and strategies used for knowledge translation (KT) in academic research often fall short in effectively reaching stakeholders, such as citizens, practitioners, and decision makers, especially concerning complex healthcare issues. In response, a growing number of scholars have been embracing arts-based knowledge translation (ABKT) to target a more diverse audience with varying backgrounds and expectations. Despite the increased interest, utilization, and literature on arts-based knowledge translation over the past three decades, no studies have directly compa

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Ackermann, Bronwen J. "Diversity and Training in Performing Arts Medicine." Medical Problems of Performing Artists 34, no. 2 (2019): 122–23. http://dx.doi.org/10.21091/mppa.2019.2020.

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Medical Problems of Performing Artists has addressed the needs of clinicians for many decades, providing evidence and opinion pieces on performing artists' healthcare regarding a wide range of health issues that may either affect or cause problems when performing. Traditionally, two major challenges facing the best approaches to managing the health of performing artists has been (i) limited scientific research evidence supporting preventative approaches, specific assessments and treatment methods for the vast array of conditions seen, and (ii) a lack of training programs specifically targeting

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Collier, Diane R. "Re-Imagining Research Partnerships: Thinking through "Co-research" and Ethical Practice with Children and Youth." Studies in Social Justice 13, no. 1 (2019): 40–58. http://dx.doi.org/10.26522/ssj.v13i1.1926.

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Intentions to co-research and engage in participatory research pervade education and social science research with children and particularly research on engagement in digital spaces, with digital tools. Starting in the 1900s, there were many attempts to explicitly describe co-research methods and intentions in education but recently co-research has been used in a more taken-for granted way. Using snapshots from three research projects, I trouble my own attempts at co-research. Firstly, in a two-year ethnographic study, research positions were shifted by following the children’s lead and multimo

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Brown, Shan-Estelle. "Trauma-Informed Anthropology for Undergraduate Students of Medical Anthropology." Teaching Anthropology 13, no. 2 (2024): 27–33. https://doi.org/10.22582/ta.v13i2.721.

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This paper discusses the implementation of trauma-informed pedagogy within anthropology courses to enhance student learning and foster an inclusive classroom environment. The author, a Black woman medical anthropologist, reflects on the challenges of addressing sensitive topics such as structural racism and health inequities while ensuring emotional safety for students. The discussion is framed by the context of a predominantly White liberal arts institution in Florida, where external sociopolitical factors complicate the teaching of subjects. Key pedagogical strategies include utilizing ethno

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Yalden, Joan, Brendan McCormack, Margaret O'Connor, and Sally Hardy. "Transforming end of life care using practice development: an arts-informed approach in residential aged care." International Practice Development Journal 3, no. 2 (2013): 1–18. http://dx.doi.org/10.19043/ipdj.32.002.

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Purpose: To demonstrate that practice development is an effective strategy to enable an aged care team to embed a palliative approach to care of dying people into practice culture. Method: Practice development methodology was integrated with an action research evaluation framework, as a systematic and reflexive process of inquiry aimed at achieving innovative and transformative end of life care. Drawing on multiple sources of observational, group and interview data, evidence-based guidelines and the use of arts-informed active learning methods, a multidisciplinary aged care team explored perso

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Forster-Garbutt, Eva. "Drawn from Nature: Wallpaper patterns in New Zealand's Schools of Art and Design." Architectural History Aotearoa 20 (December 4, 2023): 46–57. http://dx.doi.org/10.26686/aha.v20.8712.

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Schools of art and design were established in New Zealand from 1870 to foster the development of technical skills in the trades and the creative and decorative arts. These schools flourished throughout the latter two decades of the nineteenth century and the early decades of the twentieth century. Informed by the teachings of the South Kensington School in England, students in New Zealand were instructed in the design of patterns for interior finishes, such as wallpapers, tiles, linoleum and textiles. The blossoming Arts and Crafts movement not only guided the teaching models of these schools,

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Brigham, Susan. "Internationally Educated Female Teachers' Transformative Lifelong Learning Experiences: Rethinking the Immigrant Experience through an Arts-Informed Group Process." Journal of Adult and Continuing Education 17, no. 2 (2011): 36–50. http://dx.doi.org/10.7227/jace.17.2.5.

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This article is based on two phases of a five year arts-informed study that involved 24 women who immigrated to Maritime Canada as adults and who were all teachers in their countries of origin. In groups of approximately six, research participants gathered together in workshops held in two teacher training institutions in two Maritime Provinces over a period of several months to critically reflect on teaching and learning, as well as immigration experiences. In the workshops the women, along with two researchers/workshop leaders, one of whom was the author, engaged in writing, story telling, a

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Mooney, Roisin, and Kamaldeep Bhui. "Analysing multimodal data that have been collected using photovoice as a research method." BMJ Open 13, no. 4 (2023): e068289. http://dx.doi.org/10.1136/bmjopen-2022-068289.

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BackgroundCreative arts practice can enhance the depth and quality of mental health research by capturing and foregrounding participants’ lived experience. Creative methods are emotionally activating and promote multiple perspectives, tolerating ambiguities and uncertainties, which are shared and even celebrated.Key argumentsMethods such as photovoice use imagery to elucidate narratives that are not easily captured by more traditional interview-based research techniques. However, the use of creative methods and participatory research remains novel as there is little guidance of how to navigate

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Moniz, Tracy, Maryam Golafshani, Carolyn M. Gaspar, et al. "The prism model: advancing a theory of practice for arts and humanities in medical education." Perspectives on Medical Education 10, no. 4 (2021): 207–14. http://dx.doi.org/10.1007/s40037-021-00661-0.

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Abstract Introduction The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical educati

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Jerdimaliyeva, Gulnara M., Ioannis G. Kaisidi, Marzhan A. Yelubayeva, Bagim Mukhitdenova, and Aman B. Kulbayev. "Challenges of Artistic Creativity in the Context of Performance Activities." Musicologist 9, no. 1 (2025): 243–58. https://doi.org/10.33906/musicologist.1381542.

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This study examines the psychological aspects of artistic creativity in the performing arts, emphasising its role in societal and individual development. Understanding and appreciating artistic endeavours is crucial to modern society, and addressing the challenges of creativity in performance can enhance its conscious application. The research aims to analyse the psychological dimensions of creativity in various performance roles using scientific analysis and psychological modelling, informed by literature from psychology, philosophy, and art history. A comparative analysis with Russian and in

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Nouvet, Elysée, Christina Sinding, Catherine Graham, et al. "What are you (un)doing with that story?" Qualitative Social Work 18, no. 3 (2017): 514–29. http://dx.doi.org/10.1177/1473325017735884.

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This paper contributes to growing inter-disciplinary discussion on what and how arts-informed community-engaged research can add to critical engagements with social inequalities. It is based on workshops facilitated by an inter-disciplinary university research group with the Women’s Housing Planning Collaborative Advisory in Hamilton, a funded housing project and self-advocacy group in a mid-sized Canadian city. In theoretically informed and carefully crafted exercises, workshop participants performed stories they felt compelled to tell in order to secure resources and empathy from social serv

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Estevao, Carolina, Maria Baldellou Lopez, Rachel E. Davis, et al. "Evaluation of a community-based performance arts programme for people who have experienced stroke in the UK: protocol for the SHAPER-Stroke Odysseys study." BMJ Open 12, no. 3 (2022): e057805. http://dx.doi.org/10.1136/bmjopen-2021-057805.

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IntroductionStroke survivors, once in the community, face challenges with their long-term rehabilitation care and present higher levels of loneliness, depression and anxiety than the rest of the population. A community-based performance arts programme, Stroke Odysseys (SO), has been devised to tackle the challenges of living with stroke in the UK. In this study, we aim to evaluate the implementation, impact and experiences of SO for stroke survivors.Methods and analysisScaling-up Health Arts Programmes: Implementation and Effectiveness Research (SHAPER)-SO aims to scale-up SO to 75 participant

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Edmonds, Theo, Hannah Drake, Josh Miller, et al. "A Framework for Integrating Arts, Science, and Social Justice Into Culturally Responsive Public Health Communication and Innovation Designs." Health Promotion Practice 22, no. 1_suppl (2021): 70S—82S. http://dx.doi.org/10.1177/1524839921996796.

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Objectives. To increase the scale and efficacy of health promotion practice, culturally responsive approaches to well-being are needed in both communication and practice innovation. This mixed-methods evaluation sought to identify specific mechanisms used in a promising practice model and offers a potential theoretical framework to support public health programs in integrating culture and social justice into communication and intervention programs. Study Design. Rooted at the intersection of ethnographic and phenomenological worldviews, this mixed-methods, retrospective process evaluation used

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Berthoud, Luiza Esper. "Art History and Other Stories." ARS (São Paulo) 18, no. 38 (2020): 197–217. http://dx.doi.org/10.11606/issn.2178-0447.ars.2020.162471.

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Through the analysis of one erroneous piece of art criticism, an essay by Goethe that re-imagines a lost ancient sculpture, I demonstrate the difficulty that the discipline of art history has with conceptualizing the experience of art making and how one ought to respond to it. I re-examine the relationship between art making and art appreciation informed by ideas such as the Aristotelian view of Poiesis, Iris Murdoch’s praise of art in an unreligious age, and Giorgio Agamben’s call for the unity between poetry and philosophy. I also argue that much of modern art criticism has forgotten Arts’ e

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Grushka, Kathryn Meyer, Aaron Bellette, and Allyson Holbrook. "Researching Photographic Participatory Inquiry in an E-Learning Environment." Articles 49, no. 3 (2015): 621–39. http://dx.doi.org/10.7202/1033550ar.

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This article focuses on the use of Photographic Participatory Inquiry (PPI) in researching the teaching and learning of photography in the e-learning environment. It is an arts-informed method drawing on digital tools to capture collective information as digital artefacts, which can then be accessed and harnessed to build critical and reflective photographic practices. The multimedia tools employed (for example GoPro video and screen capture) are critically discussed for their potential to contribute understanding of photographic artistic practice and the learning of a digital generation. The

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West, Julian, Hannah Zeilig, Timothy Cape, Lucy Payne, and Clare Whistler. "Making a living moment more resonant: an exploration of the role of the artist in co-creative work with people living with dementia." Wellcome Open Research 8 (May 30, 2024): 580. http://dx.doi.org/10.12688/wellcomeopenres.19357.2.

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Background Despite a growth in interest in recent years in the benefits of working co-creatively with the Arts for people living with dementia, little attention has been given to understanding the role of the professional artists within this context. Our main question here is ‘How do professional artists apply their skills and knowledge in co-creative arts groups with people with dementia?’ This paper has been informed by the insights gained from a series of conversations, observations and journals that were kept by four UK based artists (two musicians and two dancers) who reflexively interrog

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West, Julian, Hannah Zeilig, Timothy Cape, Lucy Payne, and Clare Whistler. "Making a living moment more resonant: an exploration of the role of the artist in co-creative work with people living with dementia." Wellcome Open Research 8 (July 24, 2024): 580. http://dx.doi.org/10.12688/wellcomeopenres.19357.3.

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Background Despite a growth in interest in recent years in the benefits of working co-creatively with the Arts for people living with dementia, little attention has been given to understanding the role of the professional artists within this context. Our main question here is ‘How do professional artists apply their skills and knowledge in co-creative arts groups with people with dementia?’ This paper has been informed by the insights gained from a series of conversations, observations and journals that were kept by four UK based artists (two musicians and two dancers) who reflexively interrog

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Li, Yanan. "Creative Training Approaches and Cultural Adaptability When Participating in International Events among Martial Arts Athletes." Social Science and Humanities Journal 9, no. 02 (2025): 6706–99. https://doi.org/10.18535/sshj.v9i02.1661.

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In the globalized arena of martial arts, cultural adaptability has emerged as a critical determinant of athletic success, complementing physical and technical prowess. This study explores innovative training approaches that integrate cultural adaptability into martial arts programs, emphasizing their role in preparing athletes for the complexities of international competition. Research indicates that culturally adaptable athletes exhibit enhanced stress management, focus, and performance in diverse environments. Key strategies include scenario-based learning (e.g., role-playing and simulations

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Zeilig, Hannah, Fiona Poland, Chris Fox, and John Killick. "The arts in dementia care education: a developmental study." Journal of Public Mental Health 14, no. 1 (2015): 18–23. http://dx.doi.org/10.1108/jpmh-06-2014-0028.

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Purpose – The purpose of this paper is to outline the first stage of an innovative developmental study addressing the educational and emotional needs of dementia care home staff using arts-based materials. Design/methodology/approach – The arts workshop was developed using a mixed methods approach. This included ethnographic observation within a dementia care home, in-depth interviews with senior care home managers, a thematic analysis of focus groups and the development of a comic. At all stages, the multi-disciplinary project team collaborated closely with the care home staff. A comprehensiv

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Kim, Eun-Ji Amy. "It Is All Part of the Process: Becoming Pedagogical Through Artful Inquiry." LEARNing Landscapes 9, no. 2 (2016): 317–37. http://dx.doi.org/10.36510/learnland.v9i2.778.

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The experiences and challenges that teacher-educators go through tend to be private and go unnoticed (Berry & Loughran, 2005). Through self-study, teacher-educators can re ect on their practices and learn from each other’s practices. As a novice teacher- educator who was teaching an inquiry-based teaching science methods class with a collaborative teaching team, I explore my experience of being a teacher-educator through arts-based self-study. In this paper, I discuss how the process of artful inquiry informed my own research and teaching practices. Based on the idea of a/r/tography, I lin

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Shule, Vicensia. "Navigating through German Colonial Past in Tanzania through Artistic Productions." Tanzania Zamani: A Journal of Historical Research and Writing 10, no. 2 (2018): 113–38. http://dx.doi.org/10.56279/tza20211025.

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There are various works of arts that represent German colonial history in Tanzania. Such artistic productions linked to cultural productions depict not only the history of Tanzania in relation to the colonial past but also reflect the current struggles to overcome the colonial legacy. This study is informed by qualitative research methods including observations, interviews and documentary review. The study is based on the interpretation of artistic productions and linkages to decoloniality discourse. Six artistic works were used as a case study. These were Nkhomanile (2006), Mkwawa (2011), MV

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West, Julian, Hannah Zeilig, Timothy Cape, Lucy Payne, and Clare Whistler. "Making a living moment more resonant: an exploration of the role of the artist in co-creative work with people living with dementia." Wellcome Open Research 8 (December 28, 2023): 580. http://dx.doi.org/10.12688/wellcomeopenres.19357.1.

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Background: Despite a growth in interest in recent years in the benefits of working co-creatively with the Arts for people living with dementia, little attention has been given to understanding the role of the professional artists within this context. This paper has been informed by the insights gained from a series of conversations, observations and journals that were kept by four UK based artists (two musicians and two dancers) who reflexively interrogated what they were doing during the course of an 8-week co-creative arts project with people living with dementia. Methods: The research used

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Newman, Kristine, Jacky Au Duong, Parmeet Kahlon, and Shu Jie Li. "Impact of EMBODY Experiencing Dementia through New Media Exhibit: Engaging nursing students and the public about dementia through arts-based knowledge translation methods." Journal of Nursing Education and Practice 10, no. 5 (2020): 100. http://dx.doi.org/10.5430/jnep.v10n5p100.

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Objective: This paper aims to look at the impact of arts-based knowledge translation (ABKT) methods in raising awareness among nursing students and the public about the sex differences and behavioral and psychological symptoms of dementia (BPSD), implemented through a creative new media arts-exhibit at Toronto Rehabilitation Institute.Methods: Through surveys, interviews, and pre- and post-exhibit questionnaires, this project evaluated the use and efficacy of multi-modal media in translating data from a study on the BPSD. The research team categorized and conceptualized artwork and narratives

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Bredenbröker, Isabel. "Queering Alfred Gell’s Art Nexus: Conceptualising Non-normative Relations and Queer Methods in the Art and Ethnological Museum. Context." Ikonotheka, no. 32 (January 18, 2024): 59–80. http://dx.doi.org/10.31338/2657-6015ik.32.4.

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Ethnographic collections and museums displaying them are currently facing a crisis of representation which is deeply political. Negotiations mainly take place on a national and institutional level. Yet, in order to deal with conflicts and problems that arise around ethnographic collections in a way that allows for and affirms new relationships being formed outside the realm of representational power, new perspectives and methodological tools from a grassroots level are needed. Intersectional approaches and a renewed attention to relations around ethnographic objects, especially a rethinking of

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Yukins, Elizabeth. "An “Artful Juxtaposition on the Page”: Memory, Perception, and Cubist Technique in Ralph Ellison's Juneteenth." PMLA/Publications of the Modern Language Association of America 119, no. 5 (2004): 1247–63. http://dx.doi.org/10.1632/s0030812900101725.

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While scholars have appreciated the influence of jazz on Ralph Ellison's compositional strategies, this essay examines how Ellison's interest in the visual idiom of modernism—namely, cubism—influenced the prose style of his posthumously published novel Juneteenth. Evidenced by his friendship with Romare Bearden and his expressed fascination with the visual arts, Ellison's knowledge of cubist practice informed his textual experiments with time, space, and the narrative rendering of memory. Cubist techniques such as fragmentation and the combining of multiple perspectives offered Ellison formal

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W. Norman, David. "Jessie Kleemann’s Art of Survival." Peripeti 19, no. 37 (2022): 30–43. http://dx.doi.org/10.7146/peri.v19i37.135189.

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In her work as an educator, actor, poet and visual artist, Jessie Kleemann has persistently expanded the limits of arts discourse in Kalaallit Nunaat, not least through her unique approach to body art informed by historical Kalaallit theatrical forms and antimimetic dramaturgy. Emphasizing how Kleemann’s embodied practice prompts reflection on the potential for action amid environmental collapse, this essay situates her work alongside schools of thought that have theorized the body during moments of crisis. I focus on Kleemann’s early experimentation with analog video and recent ecocritical po

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Bukhari, Aazinfatima, Bela Dave, Priya Kasundra, and Sirsha Bhattacharjee. "ASSESSMENT OF FACTORS THAT AFFECT THE SELECTION OF A DENTIFRICE AMONG A POPULATION OF ARTS AND COMMERCE UNDERGRADUATE STUDENTS IN WEST ZONE OF AHMEDABAD: A QUESTIONNAIRE SURVEY." International Journal of Advanced Research 13, no. 02 (2025): 722–25. https://doi.org/10.21474/ijar01/20427.

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Objective:This study aimed to examine the factors influencing dentifrice selection and to explore these considerations. Materials and Methods: This cross-sectional study was conducted on undergraduate students of five Arts and commerce college present in west zone of Ahmedabad, Gujarat, India. The IRB approved study was conducted through 17 validated questionnaires sent to the participants through email after obtaining their informed consent. Results were tabulated and presented in percentage(%). Results:The most important factor which the study population consider were freshness, anti-decay,

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Weltsek, Gustave, and Alycia Elfreich. "Towards a Critical Performative Pedagogy: Living Museums – The Empires Project." ArtsPraxis 11, no. 2 (2024): 14. https://doi.org/10.33682/gxr4-n91v.

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What follows, is conceptual and theoretical and emerged through my ongoing conversations and collaborations with the co-author Dr. Aly Elfriech. This an extension of our work on how a Critical Performative Pedagogical (CPP) lens focused on the ways the emergence of the 'self' informed pedagogical positions in a graduate multicultural education foundations and general secondary methods of teaching course. In this piece I apply a CPP to my work with the Living Museum: The Empires Project, a five-year inquiry with a local STEM high school in the Midwest. Drawing from the work of Garion, Pineau, a

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Loveland-Armour, Lorraine Anne. "Recently identified university students navigate dyslexia." Journal of Applied Research in Higher Education 10, no. 2 (2018): 170–81. http://dx.doi.org/10.1108/jarhe-04-2017-0033.

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Purpose The purpose of this paper is to capture students’ understandings of dyslexia as a component of identity. Specifically, the journey that students embarked on in order to contribute to self-understanding of learning and how dyslexia contributes to these experiences was examined. Design/methodology/approach This qualitative case study explored concepts of social identity theory, how students understood their dyslexia and whether or not labelling theory informed students’ identities through an arts-based phenomenological lens. Eight university students participated in a brief survey, a sem

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Goitom, Mary. "Learning Through Pictures: The Integration of Reflexive Photography in Social Justice Education." International Research in Education 8, no. 2 (2020): 57. http://dx.doi.org/10.5296/ire.v8i2.17475.

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This article explores the use of reflexive photography as an experiential teaching method in teaching social justice education in an undergraduate social work program. Using critical auto-ethnography as a method, it discusses how this was built into a second-year Bachelor of Social Work (BSW) course by way of planning and application. Drawing on Freire’s concept of reflexive practice and based on the experiences of a social work educator teaching this course, the paper describes how (a) the course was designed and executed to realize student knowledge, (b) reaffirm the importance of reflexive

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