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

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

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 (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, stren

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2

Irwin, Rita L. "Becoming A/r/tography." Studies in Art Education 54, no. 3 (2013): 198–215. http://dx.doi.org/10.1080/00393541.2013.11518894.

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3

Rita Irwin. "Turning to A/r/tography." Journal of Research in Art Education 15, no. 1 (2014): 21–40. http://dx.doi.org/10.20977/kkosea.2014.15.1.21.

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4

Siegesmund. "Dewey Through A/r/tography." Visual Arts Research 38, no. 2 (2012): 99. http://dx.doi.org/10.5406/visuartsrese.38.2.0099.

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5

Hannigan. "A/r/tography and Place Ontology." Visual Arts Research 38, no. 2 (2012): 85. http://dx.doi.org/10.5406/visuartsrese.38.2.0085.

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6

Kalin, Nadine M. "A/r/tography as indisciplinary turning." Visual Inquiry 3, no. 2 (2014): 131–46. http://dx.doi.org/10.1386/vi.3.2.131_1.

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7

Irwin, Rita L., Ruth Beer, Stephanie Springgay, Kit Grauer, Gu Xiong, and Barbara Bickel. "The Rhizomatic Relations of A/r/tography." Studies in Art Education 48, no. 1 (2006): 70–88. http://dx.doi.org/10.1080/00393541.2006.11650500.

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8

Roldan, Joaquin, and Ricardo Marin-Viadel. "Visual a/r/tography in art museums." Visual Inquiry 3, no. 2 (2014): 172–88. http://dx.doi.org/10.1386/vi.3.2.172_1.

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9

La Jevic, Lisa, and Stephanie Springgay. "A/r/tography as an Ethics of Embodiment." Qualitative Inquiry 14, no. 1 (2008): 67–89. http://dx.doi.org/10.1177/1077800407304509.

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10

Malilang, Chrysogonus Siddha. "Drawing Maps for Research in Creative Writing through A/r/tography." Resital: Jurnal Seni Pertunjukan 19, no. 1 (2018): 1–17. http://dx.doi.org/10.24821/resital.v19i1.2448.

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The essay aims to review clashes in research methodologies for creative practices–especially Creative Writing–and to propose a possible solution to bridge it. A/r/tography–a research methodology developed based on the premise of art and art creation as a rhizomatic process/activity–is elaborated here as a middle ground between opposing schemes. The author’s project of writing a collection of bilingual poems based on classical Javanese song cycle–Sekar Macapat–is presented to illustrate how a/r/tography can be used to address various multiplicities and non-linear process in creative process.

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Kalin, Nadine M., Daniel T. Barney, and Rita L. Irwin. "Mentoring Relations Within A/r/tographic Inquiry." Visual Arts Research 35, no. 2 (2009): 11–23. http://dx.doi.org/10.2307/20715499.

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Abstract This essay offers a conversation on mentoring within dissertation research from the perspectives of a graduate student, new assistant professor, and senior administrator. Specifically, we revisit the mentoring spaces and relations within which we were immersed while partaking in a form of arts-based educational research known as a/r/tography. We articulate an orientation toward mentoring that extends into interactive and relational forms that are in line with current discourses on mentoring within doctoral research. As we analyze our work together, we simultaneously deconstruct the wa

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12

VerCetty, Quentin. "Parable of Museum Learning: Activating Afrofuturistic A-R-Tography Approaches." Journal of Museum Education 47, no. 1 (2022): 32–43. http://dx.doi.org/10.1080/10598650.2021.1998880.

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13

Wiebe, Sean, and Claire Caseley Smith. "A/r/tography and Teacher Education in the 21st Century." Articles 51, no. 3 (2017): 1163–78. http://dx.doi.org/10.7202/1039633ar.

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In this article, we summarize research on Prince Edward Island where a Prince Edward Island teacher, identifying as an a/r/tographer, designed a digital and multiliteracies unit, as part of a directed studies course in her Master of Education program. Small in scope, this single participant case study was designed to give a fuller picture to three difficulties teachers often face when teaching new literacies. These are (1) applying multiliteracies theory, (2) thinking across literacies domains, and (3) assessing literacies holistically. Findings are derived from our six research conversations,

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14

LeBlanc, Natalie, Sara Florence Davidson, Jee Yeon Ryu, and Rita L. Irwin. "Becoming through a/r/tography, autobiography and stories in motion." International Journal of Education Through Art 11, no. 3 (2015): 355–74. http://dx.doi.org/10.1386/eta.11.3.355_1.

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15

Springgay, Stephanie, Rita L. Irwin, and Sylvia Wilson Kind. "A/r/tography as Living Inquiry Through Art and Text." Qualitative Inquiry 11, no. 6 (2005): 897–912. http://dx.doi.org/10.1177/1077800405280696.

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16

Biggs and Büchler. "Research Into Practice and A/r/tography: A Study of Kinship." Visual Arts Research 38, no. 2 (2012): 28. http://dx.doi.org/10.5406/visuartsrese.38.2.0028.

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17

Lasczik Cutcher, Alexandra, and Rita L. Irwin. "Walkings-through paint: A c/a/r/tography of slow scholarship." Journal of Curriculum and Pedagogy 14, no. 2 (2017): 116–24. http://dx.doi.org/10.1080/15505170.2017.1310680.

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18

Malilang, Chrysogonus Siddha. "Drawing Maps for Research in Creative Writing through A/r/tography." Journal of Urban Society's Arts 4, no. 2 (2018): 71–88. http://dx.doi.org/10.24821/jousa.v4i2.2158.

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The return of Creative Writing to the academia was intended as an answer to rigid approaches employed in the nineteenth century’s teaching of English Literature. This comeback has since brought back a new perspective in seeing body of literature as a living body but at the same time also introduced clash between dominating research paradigm in the academia. The writers who were hired to teach creative writing tended to prioritise their creative practice, while the general consensus in academia called for more theoretical-oriented research. In order to compromise, the practice-based research me

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19

Leggo. "29 Ways of Looking at the Oblique in A/r/tography." Visual Arts Research 38, no. 2 (2012): 1. http://dx.doi.org/10.5406/visuartsrese.38.2.0001.

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20

Schultz, Callie Spencer, and Eric Legg. "A/r/tography: At the Intersection of Art, Leisure, and Science." Leisure Sciences 42, no. 2 (2019): 243–52. http://dx.doi.org/10.1080/01490400.2018.1553123.

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21

Beare, David. "A/r/tography, Secondary Theatre Teaching, andThe Theatre of Possibilities Project." Youth Theatre Journal 23, no. 2 (2009): 162–75. http://dx.doi.org/10.1080/08929090903281444.

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22

Güneş, Nurhayat, Şeniz Aksoy, and Vedat Özsoy. "The Role of the A/r/tography Method in Art Teacher Training." Universal Journal of Educational Research 8, no. 10 (2020): 4909–19. http://dx.doi.org/10.13189/ujer.2020.081063.

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23

Leavy. "Introduction to Visual Arts Research Special Issue on A/r/tography." Visual Arts Research 38, no. 2 (2012): 6. http://dx.doi.org/10.5406/visuartsrese.38.2.0006.

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24

Madrid. "Paradox in A/r/tography: Collective Short Animated Film-Making for Social Inclusion." Visual Arts Research 38, no. 2 (2012): 58. http://dx.doi.org/10.5406/visuartsrese.38.2.0058.

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25

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 (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’ balance

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26

Wiebe, Sean. "A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students." LEARNing Landscapes 4, no. 1 (2010): 239–53. http://dx.doi.org/10.36510/learnland.v4i1.374.

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In this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations. While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change.

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27

López-Peláez-Casellas, Maria Paz, and Cecilio García-Herrera. "An artistic research proposal from an A/R/TOGRAPHY perspective: a study of Strauss’s oboe concerto." Revista Música Hodie 19 (July 9, 2019): 1–12. http://dx.doi.org/10.5216/mh.v19.54873.

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This article is a contribution to the debate which has been taking place for some years now around the use of artistic research methodologies in conservatories. To be precise, it supports a methodology centred on artistic activity, which is not conditioned by the dictates of science and the need to obtain results. Within this current of thought, we have developed a new methodology of artistic research, a/r/tography, which is adapted from Fine Arts, and is aimed at teachers in music conservatories and makes it possible to simultaneously research, perform and teach a piece of music.

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28

Barney, Daniel T. "A/r/tography as a Pedagogical Strategy: Entering Somewhere in the Middle of Becoming Artist." International Journal of Art & Design Education 38, no. 3 (2019): 618–26. http://dx.doi.org/10.1111/jade.12247.

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29

Leggo, Carl, Anita E. Sinner, Rita L. Irwin, Kathy Pantaleo, Peter Gouzouasis, and Kit Grauer. "Lingering in liminal spaces: a/r/tography as living inquiry in a language arts class." International Journal of Qualitative Studies in Education 24, no. 2 (2011): 239–56. http://dx.doi.org/10.1080/09518391003641908.

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30

McCartney, Laura Lee. "The courage to curate: Mapping communities of artistic practice within c/a/r/tography." Visual Inquiry 3, no. 2 (2014): 189–202. http://dx.doi.org/10.1386/vi.3.2.189_1.

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31

Leggo, Carl D., and Rita L. Irwin. "Ways of Attending: Art and Poetry / Modes de participation : art et poésie." Canadian Review of Art Education / Revue canadienne d’éducation artistique 45, no. 1 (2018): 50–76. http://dx.doi.org/10.26443/crae.v45i1.48.

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Abstract: We have been making art and writing poetry together for many years. As colleagues in arts-based education research, we have journeyed together with many colleagues and students, in many research projects, in dreaming possibilities for teacher education, in promoting the value of a/r/tography as a way of understanding our intricate and composite identities as artists, researchers, and teachers. For us, seeing is not solitary. Instead, seeing is a creative practice of living well with one another in relationship to the world. So, in this article, Rita L. Irwin’s photography and Carl Le

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32

Boulton-Funke, Adrienne. "A critique and a proposal: A/r/tography and arts-based research as a methodology of intuition." Visual Inquiry 3, no. 2 (2014): 207–21. http://dx.doi.org/10.1386/vi.3.2.207_1.

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33

Ricardo and Joaquín. "Quality Criteria in Visual A/r/tography Photo Essays: European Perspectives After Daumier's Graphic Ideas." Visual Arts Research 38, no. 2 (2012): 13. http://dx.doi.org/10.5406/visuartsrese.38.2.0013.

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34

Bissett, Meaghan. "Gleaner’s Garment: Walking with the Windfall of Olmsted's Mont-Royal." tba: Journal of Art, Media, and Visual Culture 3, no. 1 (2021): 127–37. http://dx.doi.org/10.5206/tba.v3i1.13948.

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Using the methodology of a/r/tography, which engages walking and artmaking as research, this paper explores parc Mont Royal as a multispecies habitat and work of public art. The park was designed by Olmsted during the industrailization of Montreal. For a few hundred years, the forested paths have become a respite from the demands of urban living. Gleaner's Garment is an artistic response to the mountain, an entrypoint into exploring Montreal's colonial past, and ongoing focus on reconciliation.

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35

Mayers, Rebecca. "See the light: ‘Biking-with’ as an a/r/tographic method of public pedagogy." Journal of Arts & Communities 12, no. 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

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36

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 (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 discu

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Suet Ching Chan, Clare, Poh Gee Leng, and Zaharul Lailiddin Saidon. "Performing the Living Heritages of a Semi-Urban Town in Malaysia: A/r/tography on the Heutagogy Approach." Journal of Humanities and Social Sciences Research 3, no. 1 (2021): 91–102. http://dx.doi.org/10.37534/bp.jhssr.2021.v3.n1.id1099.p91.

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38

Becker, Charity Dawn. "A Sense of Wonder: An A/r/tographer’s Musings on Seeing and Being in the World / Un sentiment d’émerveillement : réflexions d’un a/r/tographe sur l’observation d’un monde et sa place en ce monde." Canadian Review of Art Education / Revue canadienne d’éducation artistique 45, no. 1 (2018): 108–28. http://dx.doi.org/10.26443/crae.v45i1.51.

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Abstract: This paper examines ways of seeing the world differently through the eyes of an a/r/tographer (artist, researcher, teacher). It addresses how I see the world phenomenologically, pedagogically, poetically, and artistically (as a photographer), and how my seeing the world through these varied-yet-connected lenses influences my way of being in the world. The structure of the paper echoes this way of seeing through the various lenses of research, reflection, poetry, and photography.Keywords: A/r/tography; Phenomenology; Poetry; Pedagogy; Art; Wonder. Résumé : Cet article analyse les dive

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39

DING, Peisen. "THE STUDY OF MAERIAL CULTURE FOR ART LEARNING AND MAKING: AN ONGOING JOURNEY WITH A/R/TOGRAPHY." International Journal of Creativity and Innovation in Humanities and Education 1, no. 1 (2018): 39–58. http://dx.doi.org/10.21608/ijcihe.2018.182845.

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40

Marin‐Viadel, Ricardo, Alicia Arias‐Camison, and Ana Varea. "A Participatory Social A/r/tography: Bodies and Houses Metamorphosing from Schools in Tegucigalpa to a Liverpool Tate Exchange Event." International Journal of Art & Design Education 38, no. 3 (2019): 627–38. http://dx.doi.org/10.1111/jade.12239.

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41

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 (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

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42

Garcia-Lazo, Veronica. "The many becoming the unresolved one: Reconciling the fields of art, research and education through a/r/tography and collage." International Journal of Education Through Art 18, no. 1 (2022): 105–21. http://dx.doi.org/10.1386/eta_00085_1.

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Abstract A study in three secondary schools in Aotearoa New Zealand explored students’ critical thinking and how that was articulated in visual arts education. The research was motivated by the influence of everyday visual experiences on young people’s lives and the national curriculum’s call for encouraging critical thinking in the context of the students’ cultural milieu. This inquiry entailed multiple methods that included policy analysis, focus group interviews with teachers, interviews with students, classroom observations, photographic documentation and researcher engagement with the art

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43

Detlefsen. "A Conversation About A/r/tography: What Are the Qualities of Living Inquiry That Foster a Qualitative Whole in Art Education?" Visual Arts Research 38, no. 2 (2012): 71. http://dx.doi.org/10.5406/visuartsrese.38.2.0071.

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44

Eça, Teresa Torres de. "C3: ações, interações e acontecimentos: arte educadoras entre ativismo, arte e educação." ETD - Educação Temática Digital 15, no. 3 (2013): 495. http://dx.doi.org/10.20396/etd.v15i3.1268.

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Este artigo irá apresentar algumas perspectivas sobre arte-educação ativista e pesquisa participativa. A plataforma Inter-ACCION realizada por educadores de arte é descrita como um exemplo de processos de arte-educação utilizando conceitos como a/r/tography; investigação colaborativa, interatividade; entre-lugares e compromissos sociais. Tais conceitos são desenvolvidos pelos artistas/professores/pesquisadores e pelo grupo Inter-Ação denominado C3 nas suas ações e teorias através de fazer e gravar eventos de arte-educação, a fim de tornar o ensino de artes mais visível na sociedade usando ferr

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45

Liu, Laura B., and Qiong Li. "Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies." American Behavioral Scientist 63, no. 14 (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 prese

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46

Malilang, Chrysogonus Siddha. "A Multicultural Community of Practice in Creative Writing." Educare - vetenskapliga skrifter, no. 2 (June 20, 2019): 6–29. http://dx.doi.org/10.24834/educare.2019.2.2.

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This article shall argue that learning arts (creative writing) and becoming an artist is best understood as a process of immersion. Lave and Wenger’s Community of Practice will be used as a framework along with the concept of nyantrik, an apprenticeship in arts within Javanese culture, which gives a deeper meaning to the process of immersion. This article will also show how such learning processes may be re-shaped and occur across spatial and cultural boundaries, with the help of modern communication platforms. Using a/r/tography as an approach for arts-based inquiries, the article aims to des

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47

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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48

Alves da Veiga, Pedro. "Patient Zer0." International Journal of Art, Culture, Design, and Technology 11, no. 3 (2022): 1–19. http://dx.doi.org/10.4018/ijacdt.314953.

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Patient Zer0 is an interactive generative artwork, designed around the poem “In Memory of Anyone Unknown to Me” by Elizabeth Jennings and created during the first confinements imposed by the COVID-19 pandemic in 2020. While it has been showcased in several online exhibitions, this article details and analyses, for the first time, the artwork's algorithmic approach, as well as its aesthetics, the different media components, and the artist's intentions behind their inclusion and combination. In line with Springgay's, Irwin's, and Kind's a/r/tography, a recent creative research method is presente

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Jones, Stephanie, James F. Woglom, Dhanna Alkowni, et al. "Socially engaged art with preservice teachers: The aesthetics of making sense of community-embedded experiences." International Journal of Education Through Art 18, no. 2 (2022): 227–42. http://dx.doi.org/10.1386/eta_00096_3.

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In this graphica article, Stephanie Jones and James Woglom have a critical discussion and analysis of the community-based art-making pedagogical project that Woglom undertook with their undergraduate art education students, expanding on Authors’ past work in comics arts-based research. They build upon the idea of ‘ethnographica’ – or ethnographically informed graphica creation – as the primary method of meaning-making Woglom and their students engaged in. Students’ (positioned as co-researchers, and named as authors in the piece) visual-verbal meaning-making of their community-based work with

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50

Richards, Benjamin, and Per Ingvar Haukeland. "A phenomenology of intra-play for sustainability research within heritage landscapes." Forskning og Forandring 3, no. 2 (2020): 27–46. http://dx.doi.org/10.23865/fof.v3.2406.

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In this article, we explore a phenomenology of intra-play for sustainability research, integral to the processes of transforming both cultural and natural heritage landscapes. Such processes are studied as active - always underway and in flux - across space and time, and through the intra-play between the human and more-than-human world. The authors have developed the exploration of intra-play within the fields of phenomenology and heritage studies with empirical examples of the processes of becoming, especially in experiential landscapes of post-industrial heritage sites. The article presents

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