Academic literature on the topic 'Arts-informed inquiry'

Creative art research approaches are gaining in popularity in recent years and are increasingly being used in social work, health, and other disciplines (Vanover et al., 2018). Arts-informed approaches can serve as expressive therapies, and have been successfully applied in psychotherapy, counselling, and rehabilitation for decades (Malchiodi, 2005). Creative art research approaches expand the domain of qualitative inquiry and enable social science researchers to incorporate and utilise arts-based methodologies to better understand human behaviour, perspectives, and experiences (Leavy, 2017). Arts-based scholarly research is located in the creation of art, based on extensive artistic training, while arts-informed research is used to express the experiences, perspectives, and emotions of research participants (Shannon-Baker, 2015). Arts-informed research mainly focuses on the advancement of knowledge rather than merely the production or creation of artwork or art craft for this purpose. It facilitates the possibility of establishing deeper and genuine human connections by capturing different perspectives and expressions due to its expressive qualities (Leavy, 2017). Art and creative methods in social work research are consistent with the philosophy, mission, and values of the profession (Peek et al., 2016). Shannon (2013) discusses several key components of social work research that includes active community participation, understanding of the local contexts, mutual dialogue and understanding, and facilitating social change leading to empowerment, equality, and social justice. The profession of social work strongly values and respects the inherent worth and dignity of all people (IFSW & IASSW, 2004), and arts-informed creative research approaches provide an ethical platform to inquire about the lived experiences of individuals and communities (Jarldon, 2016). Arts-informed approaches allow social workers to learn how service users develop their inner strength by recognising ‘the inherent worth and dignity’ of an individual person (Foster, 2012).

A multi-faceted assignment in a course, Feminist Perspectives of Craft, guided students to investigate the thesis that global warming and climate change are feminist concerns using research, debate, studio inquiry and critique. After team debates, students created individual art pieces; the criteria were that the piece must articulate some aspect of the implications of climate change, human interaction with and responsibility for the environment, and include one or more aspects of the textile techniques that we were exploring in class. Living in a New England coastal community built upon fiber craft, textile and seafaring industry, these elements guided visual art exploration and lesson planning questioning how human interaction with the environment sustains the economy and how societies, in turn, must sustain our earth that provides for the community. Critiques of process and final artwork informed lesson planning about how decisions have far reaching impact extending to the global community.