Journal articles: 'A/r/tographic'

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Clark/Keefe. "A/R/Tographic Back Tracks." Visual Arts Research 38, no. 2 (2012): 110. http://dx.doi.org/10.5406/visuartsrese.38.2.0110.

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Bickel, Barbara, Stephanie Springgay, Ruth Beer, Rita L. Irwin, Kit Grauer, and Gu Xiong. "A/r/tographic Collaboration as Radical Relatedness." International Journal of Qualitative Methods 10, no. 1 (March 2011): 86–102. http://dx.doi.org/10.1177/160940691101000107.

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Sinner, Anita. "Cultivating researchful dispositions: a review of a/r/tographic scholarship." Journal of Visual Art Practice 16, no. 1 (September 19, 2016): 39–60. http://dx.doi.org/10.1080/14702029.2016.1183408.

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Wargo, Jon M. "Examining the Making and Movement of Speculative “Withness” in Young Children’s A/r/tographic Collage." Video Journal of Education and Pedagogy 4, no. 1 (December 5, 2019): 138–50. http://dx.doi.org/10.1163/23644583-00401009.

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Mobilizing a/r/tographic inquiry with young children, this article focuses on a series of research-creation events to examine the making and movement of speculative “withness” inherent in creative production. Thinking with theories of posthumanism and visual studies, it diffractively reads across young children’s making to refashion Szarkowski’s elements of photography (the thing, the detail, the frame, time, and vantage point) as a/r/tographic renderings of the relational-aesthetic. Seeking to expand the sentient possibilities of ‘seeing’ and ‘knowing’ with young children, a series of provocations are presented to question the role of the image in young children’s world making.

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Blinne, Kristen C. "Not all Who Wander are Lost: A/r/tographic Walking as Contemplative Inquiry." Art/Research International: A Transdisciplinary Journal 3, no. 2 (September 15, 2018): 77–100. http://dx.doi.org/10.18432/ari29361.

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Irwin, Rita L., Barbara Bickel, Valerie Triggs, Stephanie Springgay, Ruth Beer, Kit Grauer, Gu Xiong, and Pauline Sameshima. "The City of Richgate: A/r/tographic Cartography as Public Pedagogy." International Journal of Art & Design Education 28, no. 1 (February 2009): 61–70. http://dx.doi.org/10.1111/j.1476-8070.2009.01593.x.

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Manrique, Marta Madrid. "Inclusivity and aesth/ethics in third participatory a/r/tographic spaces." Visual Inquiry 3, no. 2 (June 1, 2014): 149–66. http://dx.doi.org/10.1386/vi.3.2.149_1.

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Osler, Trish, Isabelle Guillard, Arianna Garcia-Fialdini, and Sandrine Côté. "An a/r/tographic métissage: Storying the self as pedagogic practice." Journal of Writing in Creative Practice 12, no. 1-2 (April 1, 2019): 109–29. http://dx.doi.org/10.1386/jwcp.12.1-2.109_1.

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This article traces the experience of four arts educators as they consider ‘self as subject-matter’ through living inquiry. Anchored in arts-based approaches, storying the self four ways offers both an individual perspective and an a/r/tographic métissage of becoming through the weaving of narratives that derive from sociocultural and historical contexts. The practice of narrative as research considers the following questions: how does the presentation/communication component of life writing colour a narrative? What common and potentially universal experiences occur within life writing research? Through the collaborative exchange of four narratives, a fifth emerges: in response to the creative journey of others, and in documenting our entanglements with them, we open spaces. Illustrating how the introspective and extrospective interact with the visual or performative as a vehicle for revealing the self, this article posits that the self-in-relation to theory and practice becomes a way of knowing that broadens educational discourse among artists/researchers/teachers.

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Bickel. "Decolonizing the Divine Through Co-A/r/tographic Praxis in Matrixial Borderspaces." Visual Arts Research 38, no. 2 (2012): 112. http://dx.doi.org/10.5406/visuartsrese.38.2.0112.

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Bird, Drew, and Katy Tozer. "Towards a drama therapy pedagogy: An a/r/tographic study using dramatic improvisation." Drama Therapy Review 2, no. 2 (October 1, 2016): 273–84. http://dx.doi.org/10.1386/dtr.2.2.273_1.

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Widdop Quinton, Helen, Kumara Ward, Marilyn Ahearn, and Teresa Carapeto. "Resonances: tuning into the echoes of the ecological collective." Australian Journal of Environmental Education 36, no. 2 (July 2020): 169–88. http://dx.doi.org/10.1017/aee.2020.25.

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AbstractDrawing on posthumanist and new materialism theorising, we take the concept of resonance for an a/r/tographic ‘walk’ to know, be and do differently, to challenge human-centric separatist ways that have resulted in our current socioecological crises. Beginning with Ingold’s knotty thinking, we identify the notion of resonance as a node for exploring and thinking about interactions in the world. Guided by Barad’s proposition of entangling ethico-onto-epistemic ways, our a/r/tographic thought experiments find resonances that echo through bodies, through connections as nature, through deep-time and modern spaces to notice and attend to intraactions within the ecological collective. Through art-full, thought-full scholartistic enquiry, we explore diffractive encounters to consider resonance as a conceptual tool for tuning into and harmonising with the entanglements of body–mind–space–time–matter. We pose this exploration of resonance as the start of a knotty theory conversation for shifting into a new ‘common world’ knowing, being and doing.

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Mayers, Rebecca. "See the light: ‘Biking-with’ as an a/r/tographic method of public pedagogy." Journal of Arts & Communities 12, no. 1 (June 1, 2021): 105–18. http://dx.doi.org/10.1386/jaac_00025_1.

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Given the prevalence of cycling as a recreational activity and mode of transportation, cities are continuously increasingly incorporating cycling into their plans for the future. Considering the rise of cycling in popular and academic discourse, it is paramount to consider the lived experience of cycling and be able to conduct and disseminate research in a meaningful way. Drawing upon a/r/tography as a methodology, whereby the artist/researcher/teacher coexist, this article explores ‘biking-with’ as a political practice and critical public pedagogy opposed to dominant discourse of mobility and space in the city of Vancouver, British Columbia, Canada. The findings suggest that ‘biking-with’ as civic action and challenge norms around private/public space.

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Holbrook, Teri, Nicole M. Pourchier, Michelle Zoss, and Alisha M. White. "In search of a cheerful lament: ‘Bizarre partners’ in an a/r/tographic community of practice." Visual Inquiry 3, no. 2 (June 1, 2014): 113–23. http://dx.doi.org/10.1386/vi.3.2.113_1.

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Palau‐Pellicer, Paloma, Jaime Mena, and Olga Egas. "Arts‐Based Educational Research in Museums: ‘Art for Learning Art’,an A/r/tographic Mediation." International Journal of Art & Design Education 38, no. 3 (August 2019): 670–80. http://dx.doi.org/10.1111/jade.12241.

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Roman, Leslie G., Rena del Pieve Gobbi, Jonas-Sébastien Beaudry, and Persimmon Blackbridge. "Rippling excesses: A/r/tography becoming dis/a/r/tography." International Journal of Education Through Art 16, no. 1 (March 1, 2020): 63–82. http://dx.doi.org/10.1386/eta_00017_1.

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Abstract How do disability arts (dis/arts) and culture rupture and transform conventional artistic and a/r/tographic practices? We show how disability arts and culture involves a multiplicity of voices unfolding, recursing, rippling and reflexively performing public pedagogy to make the Wingspan retreat of artists and scholars. We revisit both Hofstadter's formalistic and ahistorical conception of recursion and Irwin's a/r/tography to ask how artistic practices and genres reflexively transform. Our research foregrounds disability collectivity without forsaking individuality, fragilities, strengths, differences of disability that require accommodation and communication beyond the binaries of ability/disability, and, purported 'normalcy' and 'irregularity'. This article artistically and intellectually plays both with the unfolding of a/r/tography as recursive processes often in tension and contention with discourses of 'ability' and 'normalcy' that so bind who counts as valued human beings (or not) and whose semiotic excesses matter. Recursive transformations may become larger sociocultural movements of disability politics and collectives with history, agency and polyvocality. To respect such differences and yet exceed them in the span of wings is the provisional and mighty task of the disability arts, culture and public pedagogical movement.

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Clark/Keefe, Kelly, and Jessica Gilway. "Attuning to the Interstices of Arts-Based Research and the Expressive Arts: An Experiment in Expanding the Possibilities for Creative Approaches to Inquiry." LEARNing Landscapes 9, no. 2 (April 1, 2016): 159–80. http://dx.doi.org/10.36510/learnland.v9i2.769.

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In this article, the authors2 examine the generative, yet heretofore under-articulated convergences and divergences between the eld of expressive arts (EXA) and the sub-genre of arts-based research known as a/r/tography. Experimenting with the discursive and practical terrain between the two elds, the authors discuss what they see and sense as the potentiality for an EXA-informed variant of a/r/tographic research informed by new materialist theoretical perspectives. Overall, the work aims to contribute to the expanding dialogue among arts-based researchers who are reaching across diverse discursive and disciplinary boundaries, mining relevant conceptual and practical linkages for thinking the role of creative making practices in social and educational inquiry anew.

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McMahon, Jenny, Abbey MacDonald, and Helen Owton. "A/r/tographic inquiry in sport and exercise research: a pilot study examining methodology versatility, feasibility and participatory opportunities." Qualitative Research in Sport, Exercise and Health 9, no. 4 (April 9, 2017): 403–17. http://dx.doi.org/10.1080/2159676x.2017.1311279.

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Bird, Drew, and Katy Tozer. "An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?" Arts and Humanities in Higher Education 19, no. 1 (July 11, 2018): 3–19. http://dx.doi.org/10.1177/1474022218787167.

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With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.

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Liu, Laura B., and Qiong Li. "Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies." American Behavioral Scientist 63, no. 14 (May 21, 2019): 1983–2006. http://dx.doi.org/10.1177/0002764219850865.

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Generosity is a shared virtue with distinct expressions across cultures and regions. This article engages 26 teacher education students in a/r/tographic exploration of local cultures and ecologies during a 1-week global teacher education program at a large, urban university in China. Participants across eight Chinese provinces/municipalities, and the nations of Brazil, Canada, South Africa, South Korea, and the United States reflected on and shared local cultures and ecologies via photo collage, autobiographical reflection, children’s book creation, and lesson plan creation. This article presents a generosity-inspired theory for culturally and ecologically sustaining pedagogies to demonstrate how local cultures and ecologies shape global norms and understandings and make a case for why such local generosity must be sustained. A/r/tography emerged in this article as a meaningful pedagogical practice for examining, sharing, and appreciating local cultural and ecological generosity across global contexts.

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Beer, Ruth, and Caitlin Chaisson. "A Canadian Selvage: Weaving Artistic Research into Resource Politics." Art/Research International: A Transdisciplinary Journal 4, no. 1 (February 27, 2019): 180–99. http://dx.doi.org/10.18432/ari29400.

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This exploratory article addresses our experiences as artist-researchers engaged with “Trading Routes: Grease Trails, Oil Futures,” a research-creation project supported by the Social Sciences and Humanities Research Council of Canada. “Trading Routes” focuses on the intersecting geographies of Indigenous fish grease trails and the proposed Alberta-British Columbia oil pipeline. These converging routes are shedding light on the present entanglement between Indigenous and non-Indigenous cultural heritage, ecological perspectives, and resource extraction. Through artistic scholarship, material production, historical and cultural understanding, we seek to better account for the ways in which an environmental social justice perspective can be crafted into arts-based research. We write from a point of reflection, where we assess, evaluate, disentangle, and unclad some of the learning that has come to us through the research-creation and presentation of contemporary weaving. We suggest that arts-based research can offer a methodology of learning and thinking rooted in a perspective of informing, informality, or thinking about artworks in form, an extension of a/r/tographic praxis that is grounded in an analysis of materiality and aesthetics.

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Ingalls Vanada, Delane. "Teaching for the Ambiguous, Creative, and Practical: Daring to be A/R/Tography." Art/Research International: A Transdisciplinary Journal 2, no. 1 (March 22, 2017): 110. http://dx.doi.org/10.18432/r27h09.

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This purpose of this inquiry is to explore how an a/r/tographic model of shared inquiry led to deeper insights about learner-centered pedagogy. Invited to teach and redesign a very large ‘Art & Society: Visual Arts’ course at a large university with a 21st century issues-based focus, together with my commitment as a constructivist, learner-centered teacher, the current phenomenological study was born. The phenomena studied was whether a large, lecture-style class taught from a more non-traditional, non-lecture, art-as-experience, learner-centered epistemology might affect students’ balanced thinking and perceptions about their learning. Students’ perceptions, along with the regulatory role of emotions, are critical factors in motivation and behavior; students’ self-beliefs about learning and their capabilities affect their behavior, resilience, and persistence in the face of challenge.Arts-based methods of inquiry with multiple forms of data, regarding both students’ and researcher’s lived experiences resulted in new artforms and informed praxis. After a student survey was determined the best way to poll perceptions about their learning in a more constructivist environment, the author’s Mixed Parallaxic Praxis method emerged from this study. Key findings indicated students’ increased openness to other perspectives and to cultural and creative experiences, increased engagement and a personal desire/thirst to create art, and a personal confidence to analyze art—despite their lack of former experience with artmaking or art instruction in high school. Qualitative and survey data informed how learner-centered practices enhance students’ self-beliefs about their abilities as creative learners, so important to overall motivation and capacity to learn overall.

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MacDonald, Abbey, and Timothy Moss. "Borderlands: traversing spaces between art making and research." Qualitative Research Journal 15, no. 4 (November 9, 2015): 445–58. http://dx.doi.org/10.1108/qrj-05-2015-0032.

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Purpose – The purpose of this paper is to offer a picture of the relationship the researchers perceive between the art and research practices, unravelling the ways the authors shape and inform enactment of a purposeful nexus between art making and research. Design/methodology/approach – A hybridised methodology is adopted, where methods integral to narrative inquiry and a/r/tography are drawn together to generate a series of “pictures” of the interplay between research and artistry. Through exploration of critical events, creative prose and artefacts, the paper unfolds the parallels perceived and tensions encountered between the approaches to making art and conducting research. Findings – Borders can create a sense of calm and safety in allowing us to organise and contain information or matter, but they are also provocative in their potential to be crossed. Through this work, the authors chart the borders of the art making and research, and how, why and when these borders might be traversed to augment the integrity of both practices. In unfolding and examining the experiences and the perceptions thereof, the authors articulate ways in which the authors find arts practice to enrich and inhibit the research, and vice versa. Originality/value – Of particular value in this paper is the way in which the authors not only tell of the experiences as artists and researchers, but also show these experiences through a/r/tographic methods. As such this paper presents an approach to research that is generative, suggesting rather than concluding and challenging rather than resolving, and ultimately offering multiple avenues for artistic and analytic insight.

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Gemaque, Maria Pinho. "Livro de Artista: Processo de Criação em Performance e Poéticas Visuais em uma Escola Amapaense." Arteriais - Revista do Programa de Pós-Gradução em Artes 6, no. 10 (May 27, 2021): 51. http://dx.doi.org/10.18542/arteriais.v6i10.10576.

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ResumoA lógica da pesquisa desenvolvida intercambia vivências dentro do espaço escolar nas aulas de arte com processos de criação, intervenção artística/educativa desenvolvidas na Escola Estadual Raimunda Virgolino, Macapá/AP/Brasil. Trata-se de um trabalho coletivo que envolveu estudantes do Ensino Médio, professoras de Arte e artistas amapaenses. Procurou compreender os enlaces dos processos de criação em arte por meio de ações em performances de alunos e professores. O estudo possui caráter qualitativo por entender as relações entre os indivíduos, e, por isso, de intenção etnográfica, inspirado pela metodologia a/r/tográfica. Esse processo metodológico engendra saberes entre a atividade do professor/artista que investiga e constrói significados sobre a sua prática a partir de experiências artísticas e educativas. Foi produzido um material que se atem a desvelar o processo de criação imerso na pesquisa: um livro de artista contendo quatro conversas interativas, um CD do filme “Viagens Poéticas” e imagens dos processos que se desaguam em mesas de cafés, encontro com teóricos e com as cidades que estão atravessadas nestas conversas pesquisantes. Os fins – e – afins inacabados da investigação consiste em aproximação e diálogos horizontalizados entre alunos e professor, diluir fronteiras entre saberes e fazeres do conhecimento em educação em arte, apropriações percepções artísticas e estéticas em torno da vida dentro do ambiente escolar.AbstractThe logic of the research that was developed exchanges with the experiences within the space of coexistence in the art classes with processes of creation, artistic / educational intervention developed in the State School Raimunda Virgolino, Macapá / AP / Brazil. It is a collective work that involved high school students, art teachers and amapaenses artists. It sought to understand the links of the processes of creation in art through actions in performances of students and teachers. The study has a qualitative character because it understands the relations between individuals, and therefore of ethnographic intention, inspired by the a / r / tographic methodology. This methodological process generates knowledge between the activity of the teacher / artist who investigates and constructs meanings about his practice based on artistic and educational experiences. A material was produced which began to reveal the process of creation immersed in research: an artist’s book containing four interactive talks, a CD of the movie “Poetic Travels” and images of the processes that pour into coffee tables, meeting with theorists and with the cities that are going through these research conversations. The unfinished ends and ends of the research consist of horizontal approximation and dialogues between the students and their teacher, diluting boundaries between knowledge and actions knowledge in art education, appropriation of artistic and aesthetic perceptions around life within of the school environment.

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Sinner, Anita. "Walking with Public Art: Mapping the A-R-Tographic Impulse." Teaching Artist Journal, May 20, 2021, 1–13. http://dx.doi.org/10.1080/15411796.2021.1911600.

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Pourchier, Nicole. "Art as Inquiry: A Book Review of Being with A/r/tography." Qualitative Report, November 19, 2014. http://dx.doi.org/10.46743/2160-3715/2010.1175.

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In this essay, the edited anthology, Being with A/r/tography (Springgay, Irwin, Leggo, & Gouzouasis, 2008) is reviewed in regard to its relevance to visual arts research. Art is presented as a method of inquiry as theory, dialogue, and a/r/tographic works are shared within a community of practicing arts-based researchers. This text offers insight into the possibilities of the arts as active and perceptive modes of inquiry.

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Winters, Kari-Lynn, George Belliveau, and Lori Sherritt-Fleming. "Shifting identities, literacy, and a/r/t/ography: Exploring an educational theatre company." Language and Literacy 11, no. 1 (January 17, 2011). http://dx.doi.org/10.20360/g2tg61.

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This article explores an emerging educational theatre company in Vancouver, British Columbia by investigating how the creators embrace their multiple roles as artists, researchers, and teachersin their effort to promote literacy in schools. The authors begin by exploring notions of identity within an a/r/tographic framework. They then define their understanding and usage ofa/r/tography—a practitioner-based methodology that emphasizes living inquiry and reflective practice. They conclude with a dramatized dialogue about the process of researching, creating, and producing two touring theatre shows about literacy for young children. Using a/r/tography as a methodology allowed the authors of this paper to observe and pay close attention to the research data while still honoring the creative process of making theatre.

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GÜLER, Ebru. "A/r/tographic Inquiry for The Transformation of Pre-Service Art Teachers' Concept of Social Justice." International Journal of Contemporary Educational Research, March 31, 2021. http://dx.doi.org/10.33200/ijcer.801804.

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Pecaski McLennan, Deanna Marie. "Kinder/caring: Exploring the Use and Effects of Sociodrama in a Kindergarten Classroom." Journal of Student Wellbeing 2, no. 1 (October 28, 2008). http://dx.doi.org/10.21913/jsw.v2i1.179.

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This a/r/tographic inquiry explores how Senior Kindergarten students experience sociodramatic activities based upon the work of Moreno (1943) and Boal (1985, 1995, 1998, 2002, 2006). Through explorations in sociodrama, eleven students (six males and five females) from one Senior Kindergarten classroom were encouraged to create and reflect upon common social issues and concerns as a classroom community through warm-ups, sociodramatic activities, and oral group reflections. By the conclusion of the twelfth workshop, students demonstrated an ability to successfully participate in the sociodramatic process including the exploration and reflection of issues of personal and collective importance.

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Martínez Morales, María. "Un lugar común. El proceso colaborativo desde mi experiencia como a/r/tógrafa / A common place. The collective process from my experience as a/r/tographer." Tercio Creciente, December 19, 2016. http://dx.doi.org/10.17561/rtc.n11.8.

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Con el presente artículo pretendo dar cuenta del proceso colaborativo llevado a cabo desde mi experiencia como artógrafa a través de tres casos desarrollados en diferentes ámbito de educación formal al no formal. Para ello narro el comienzo del uso del trabajo colaborativo como proceso de investigación desde un enfoque a/r/tográfico, a continuación expongo brevemente los casos de trabajo colaborativo desarrollados en tres contextos diferentes, desde el diseño a la puesta en marcha de ambos proyectos, y, finalmente expongo a modo de conclusiones, una serie de reflexiones que me han llevado las experiencias anteriores.A common place. The collective process from my experience as a/r/tographer.With the present article I intend to give an account of collaborative process that I develop from my experience as artographer through of three cases carried out in different fields from formal to non-formal education. For this, I narrate the beginning of the use of collaborative work as a research process from an a / r / tographic perspective, next, I describe briefly the cases of collaborative work developed in three different contexts, from the design to the implementation of both projects, and finally, I present a series of reflections that I have extracted of past experiences.

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Liu, Laura B., and Jiaoli Wang. "Exploring teacher quality with a/r/tography in a teacher education course in China." Qualitative Research Journal ahead-of-print, ahead-of-print (July 17, 2020). http://dx.doi.org/10.1108/qrj-05-2020-0041.

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PurposeThis study aims to model the creative pedagogy of children's book development and then engages teacher education students in this work, as a way to explore and express conceptions of teacher quality, across cultural perspectives.Design/methodology/approachThis self-study engages a/r/tography and currere to explore teacher quality in a teacher education classroom in a Chinese university. A/r/tography (Irwin et al., 2006) considers teacher quality through the conventional lens based on standards and through a more aesthetic lens shaped by cultural nuances and personal experiences. This self-study engages currere (Pinar, 2004) as a methodology marked by contiguous living inquiry explored with an abstract lens aimed to see openings for insight leading to transformation (Pourchier, 2010).FindingsDiscussing similarities and distinctions across the presentation and conceptualization of teacher quality in the created children's books promoted dialogue considering intercultural, international pictures of a caring student–teacher relationship. A/r/tographic, currere approaches to exploring this enhanced reflective insight and supported acceptance of diverse notions of teacher quality.Originality/valueAs 21st-century global societies evolve, the meaning of progress also evolves from vertical linear trajectories to horizontal, webbed transformations, driven by differences leading to rhizomatic global connections. A/r/tography and currere are meaningful methodologies to explore the concept of teacher quality from aesthetic angles and on a more personal level so that our understandings may be shaped meaningfully by more diverse perspectives and voices.

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Ortega-Alonso, Diego. "¿Libro de artista o cuaderno de campo? Aproximación A/R/Tográfica al dibujo naturalista." Boletín de la Real Sociedad Española de Historia Natural, December 20, 2018, 141–52. http://dx.doi.org/10.29077/bol/112/v01_ortega.

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Resumen La realización de esquemas de campo y la toma de apuntes del natural son una de las principales herramientas para fijar las observaciones realizadas en los viajes científicos, y pueden aportar beneficios en diversos ámbitos más allá del investigador o científico, como lo son el artístico o educativo. La necesidad de tratar el cuaderno de campo del artista naturalista desde una perspectiva A/R/Tográfica (Ars, Research, Teaching), abordando las referencias históricas, las diferentes técnicas y recursos que se utilizan como fuente de conocimiento, y la plasmación de una experiencia vivencial que va más allá del mero registro de datos, suponen considerar al dibujo como una herramienta metodológica que permite interiorizar el conocimiento de una forma superior a la que se consigue con las tecnologías propias de nuestro tiempo, si bien éstas pueden servir de apoyo para el desarrollo de trabajos en base a los apuntes obtenidos. Asimismo, se plantea el valor intrínseco del carácter procesual del dibujo gestual, habitualmente relegado al papel de elemento intermediario entre la investigación y el resultado final. Abstract Making field diagrams and drawing field sketches are one of the main tools to fix the observations made in the scientific trips, and can bring benefits in diverse fields beyond the researcher or scientist, as they are the artistic or educational. The need to treat the field notebook of the naturalist artist from an A/R/Tographic perspective (Ars, Research, Teaching), based on the historical references, the different techniques and resources used, as a source of knowledge and the expression of a know-how experience, which goes beyond the data registry, suppose that drawing is considered a methodological tool that allows knowledge to be internalized in a way superior to that achieved with the technologies of our time, although these can serve as support for the development of works based on the notes obtained. Likewise, the article raises the intrinsic value of the procedural character of the gestural drawing, usually relegated to the role of intermediary element between the investigation and the final result.

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Journal articles on the topic 'A/r/tographic'

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