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Journal articles on the topic 'Arts-informed inquiry'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Morey, Rickie-Lee, Josephine Le Clerc, Marina Minns, Deirdrie Gregory, and Susanne Glynn. "Visualizing Academic Librarians: An Arts-informed Inquiry." Journal of Academic Librarianship 44, no. 6 (November 2018): 833–44. http://dx.doi.org/10.1016/j.acalib.2018.09.012.

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Stanley, Denise. "Using Arts-Informed Inquiry as a Research Approach." International Journal of the Arts in Society: Annual Review 4, no. 2 (2009): 21–30. http://dx.doi.org/10.18848/1833-1866/cgp/v04i02/35580.

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Yılmazlı Trout, İnci, Shaniek Tose, Caitlin Caswell, and M. Candace Christensen. "Integrating Arts in a Collaborative Research Process: An Arts-Informed Inquiry." LEARNing Landscapes 15, no. 1 (June 23, 2022): 367–83. http://dx.doi.org/10.36510/learnland.v15i1.1085.

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The rich learning that accompanies collaborative research practices can go unappreciated without systematic reflection and examination, which is an under-researched area. In this arts-informed inquiry, grounded in the experiences of four scholars, we show how artmaking was integrated into a qualitative research process to represent findings. In the qualitative phase, we analyzed researcher reflections kept throughout the research process to identify themes. Then, we created different art forms to represent the themes. Engaging in artmaking allowed us to be reflexive, strengthened our understan

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Ewing, Robyn, and John Hughes. "Arts-Informed Inquiry in Teacher Education: Contesting the Myths." European Educational Research Journal 7, no. 4 (January 1, 2008): 512–22. http://dx.doi.org/10.2304/eerj.2008.7.4.512.

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Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. As with other innovative approaches and methodologies, there have been lively debates about its rigour, authenticity and appropriateness. This article suggests principles for its use in exploring relevant questions in teacher education research and examines some of the issues that have been used to challenge its integrity. Several recent teacher education research projects undertaken by staff and research higher degree graduate

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Dossa, Shama. "Arts-Informed Inquiry: Possibilities and Potential for Decolonising Methodology." Kohl: A Journal for Body and Gender Research 5, Spring (April 1, 2019): 45–56. http://dx.doi.org/10.36583/kohl//5-1-6.

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This paper explores the potential and contextual difficulties of experimenting with arts-informed research as a methodology through a decolonizing transnational feminist lens in the context of Pakistan. The approach was applied as part of a study with community development workers to explore the theory and practice or praxis of empowerment in development discourse. Although challenging, I believe that the approach has the potential to make research more relevant, accessible, and community-centered, honouring diverse ways of knowing. It can facilitate critical collaborative meaning-making in ev

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Schwind, Jasna, Margareth Zanchetta, Kateryna Aksenchuk, and Franklin Gorospe. "Nursing students’ international placement experience: an arts-informed Narrative Inquiry." Reflective Practice 14, no. 6 (December 2013): 705–16. http://dx.doi.org/10.1080/14623943.2013.810619.

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Caulley, Darrel. "Book Review: Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives." Evaluation Journal of Australasia 12, no. 1 (March 2012): 53–55. http://dx.doi.org/10.1177/1035719x1201200113.

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Schwind, Jasna Krmpotić, and Gail M. Lindsay. "Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning." LEARNing Landscapes 9, no. 2 (April 1, 2016): 473–87. http://dx.doi.org/10.36510/learnland.v9i2.788.

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Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the g

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Lewis, Lerona Dana, Asia Wright-Harvey, and Tobias Moisey. "Creating Spaces for Arts-Informed Responses in Teacher Education Programs." LEARNing Landscapes 9, no. 2 (April 1, 2016): 367–79. http://dx.doi.org/10.36510/learnland.v9i2.781.

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We address the bene ts and challenges of using an arts-informed response in an undergraduate teacher education course from the perspective of a teacher and two students. Feminist pedagogies provide the theoretical lens through which our experiences are analyzed. From the teacher’s perspective, this arts-informed approach modeled to pre-service teachers how they could use arts-informed inquiry in their future classrooms, to engage in conscious raising about inequality, while meeting di erent learning styles in their classrooms. From the students’ perspective, it was surprising to be invited to

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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 (April 1, 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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Lindsay, Gail M., and Jasna K. Schwind. "Arts-informed narrative inquiry as a practice development methodology in mental health." International Practice Development Journal 5, no. 1 (May 13, 2015): 1–12. http://dx.doi.org/10.19043/ipdj.51.005.

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Lindsay, Gail, and Jasna K. Schwind. "Arts-Informed Narrative Inquiry into nurse-teachers’ legacy for the next generation." Reflective Practice 16, no. 2 (December 23, 2014): 195–205. http://dx.doi.org/10.1080/14623943.2014.992405.

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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 discu

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Shields, Sara Scott. "Walking through Theory." International Review of Qualitative Research 11, no. 3 (August 2018): 286–302. http://dx.doi.org/10.1525/irqr.2018.11.3.286.

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This article describes my experiences teaching the graduate research course, “Research Survey,” where I used an artfully imagined assignment focused on the development of theoretical frameworks. Through practitioner and arts-informed inquiry, I explore how students reflected and made sense of their theoretical frameworks by creating three-dimensional miniature spaces. This inquiry seeks deeper understanding of the usefulness of arts- and image-based practices in student and teacher negotiation of complex knowledge formation in higher education contexts. The goal of the research is to answer th

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Paton, Joy, Debbie Horsfall, and Amie Carrington. "Sensitive Inquiry in Mental Health." International Journal of Qualitative Methods 17, no. 1 (March 15, 2018): 160940691876142. http://dx.doi.org/10.1177/1609406918761422.

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This article presents an innovative tripartite approach for conducting safe and ethical ‘sensitive inquiry’ in the field of mental health recovery. The tripartite approach brings together the principles of recovery with trauma-informed practice and collective impact strategies. Together, these provide a framework for embedding and embodying recovery principles in research design and practice that empowers participants and ‘takes care’ of participants and researchers. The approach was effectively deployed in a 1-year qualitative arts–based study conducted with people living with severe and pers

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Miller, Melinda G., Ellen L. Nicholas, and Meaghan L. Lambeth. "Pre-Service Teachers' Critical Reflections of Arts and Education Discourse: Reconstructions of Experiences in Early Childhood and Higher Education." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 354–64. http://dx.doi.org/10.2304/ciec.2008.9.4.354.

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This layered account of arts education is produced through the three authors' critical reflections of experiences in their own early childhood education, and their pre-service teacher education. The first layer establishes links between the arts, learning in the arts and critically reflective practices through an account of teaching and learning in Unit X — a compulsory arts unit in a four-year teacher education course. The second layer is a recall of early childhood arts experiences and how these informed our identities as artists, students of the arts and critically reflective teachers. Poss

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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 (October 8, 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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Kulnieks, Andrejs, and Kelly Young. "Ekphrastic Poetics: Fostering a Curriculum of Ecological Awareness Through Poetic Inquiry." in education 20, no. 2 (November 14, 2014): 78–89. http://dx.doi.org/10.37119/ojs2014.v20i2.199.

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In this article we outline the role of ekphrastic poetics in an ecological practice of poetic inquiry. Ekphrastic poetics, as a rhetorical device, involves one medium of art relating to another medium by unfolding its form and essence. Ultimately, our work involves a poetic response to an aesthetic form and it is through our ongoing collaborations that we are able to outline the importance of the poetic benefits of dwelling in natural places. We offer specific examples of how we engage in interpretive response activities that help to foster ecological habits of mind in teacher education. Keywo

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Yuan, Yanyue, and Richard Hickman. "“Autopsychography” as a Form of Self-Narrative Inquiry." Journal of Humanistic Psychology 59, no. 6 (August 4, 2016): 842–58. http://dx.doi.org/10.1177/0022167816661059.

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In this article, we propose “autopsychography” as a form of self-narrative inquiry. Autopsychography seeks to track the shaping of creative paths when reflecting on lived experience as opposed to simply reporting what happened. We illustrate three major theoretical implications underpinning this concept: its rootedness in humanistic psychology that frames the human subject as the “whole person”; its emphasis on “change” and “growth,” core to educative experience; and its arts-informed features. We situate our discussions of autopsychography in the context of self-narrative approaches and we un

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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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Kim, Eun-Ji Amy. "It Is All Part of the Process: Becoming Pedagogical Through Artful Inquiry." LEARNing Landscapes 9, no. 2 (April 1, 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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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 (November 13, 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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Walji-Jivraj, Neelam, and Jasna K. Schwind. "Nurses’ experience of creating an artistic instrument as a form of professional development: an arts-informed narrative inquiry." International Practice Development Journal 7, no. 1 (May 17, 2017): 1–18. http://dx.doi.org/10.19043/ipdj.71.003.

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Seko, Yukari, and Trish Van Katwyk. "Embodied interpretation: Assessing the knowledge produced through a dance-based inquiry." Aotearoa New Zealand Social Work 28, no. 4 (December 23, 2016): 54–66. http://dx.doi.org/10.11157/anzswj-vol28iss4id299.

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INTRODUCTION: Although the field of social work has experienced an exponential increase in the use of arts-based methodology, the way in which knowledge shared through artful presentations is understood by audience members remains understudied. As arts-based inquiry often involves active co-construction of meanings between researchers, participants and audiences, it is crucial for social work researchers to scrutinise the process of meaning making by audience members. In this article, we explore how audience members make sense of research findings presented through improvisational dance and ho

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Bhattacharya, Kakali. "Understanding Entangled Relationships Between Un/Interrogated Privileges: Tracing Research Pathways With Contemplative Art-Making, Duoethnography, and Pecha Kucha." Cultural Studies ↔ Critical Methodologies 20, no. 1 (November 14, 2019): 75–85. http://dx.doi.org/10.1177/1532708619884963.

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I explore how using a bag portrait activity, duoethnography, and a mixed-medium layering method of arts-informed analysis in a doctoral-level qualitative research class enhanced students’ understanding of their un/interrogated privileges, relationship between Self and Other, and the role of creativity in inquiry. Using pecha kucha as a medium and a message allowed me to integrate visual information and de/colonial and anti-oppressionist narratives. Using creativity as a mode of instructional activity, class project, way of data collection, analysis, and representation lend to aspects of perfor

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Cologon, Kathy, Timothy Cologon, Zinnia Mevawalla, and Amanda Niland. "Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability." Journal of Early Childhood Research 17, no. 1 (December 17, 2018): 54–69. http://dx.doi.org/10.1177/1476718x18818206.

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While the importance of inclusive approaches to research has been identified, much childhood research is still done ‘to’ not ‘with’ young children, with research focusing on the experiences of children who experience disability commonly involving data from parents/families/practitioners, rather than from children themselves. In this article, we explore the development of an arts-based research project involving young children who experience disability as active participants in an exploration of their perspectives on inclusive education. Accordingly, we ruminate on questions about how we can ge

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Mecenas, Jolivette, Yvonne Wilber, and Meghan Kwast. "Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University." Radical Teacher 121 (December 9, 2021): 14–23. http://dx.doi.org/10.5195/rt.2021.901.

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English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed

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Deans, Jan, and Robert Brown. "Reflection, Renewal and Relationship Building: An Ongoing Journey in Early Childhood Arts Education." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 339–53. http://dx.doi.org/10.2304/ciec.2008.9.4.339.

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The established place of the arts within early childhood education is rarely questioned. Nevertheless, social, cultural and political shifts in values, beliefs and practices impact on approaches to the arts, as early childhood practitioners grapple with increasingly complex views on how children learn and what factors impact on their learning. This article maps some of these shifts over the past 15 years, at one Early Learning Centre (ELC) in Australia. The centre has created and regularly re-conceptualised its vision for the place of the arts in the lives of young children. Curriculum is info

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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’ balance

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Schwind, Jasna K., Gail M. Lindsay, Sue Coffey, Debbie Morrison, and Barb Mildon. "Opening the black-box of person-centred care: An arts-informed narrative inquiry into mental health education and practice." Nurse Education Today 34, no. 8 (August 2014): 1167–71. http://dx.doi.org/10.1016/j.nedt.2014.04.010.

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Grushka, Kathryn. "Conceptualising Visual Learning as an Embodied and Performative Pedagogy for all Classrooms." Encounters in Theory and History of Education 11 (November 28, 2010): 13–23. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.3167.

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The challenge for arts educators is to find language and conceptual framings for visual art education that resonate with the transformative and literacy aims of mainstream education and position visual learning as essential. The unique value of visual knowing is now an imperative in our ocularcentric culture where new technologies, consumerism and unprecedented mobility impacts on all students in the twenty first century. Visual creative adaptability and its culturally located critical and generative understandings draw from our sense-rich world of human experience. Grounded in the theories of

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Howard, Patrick, Chris Ryan, and Ian Fogarty. "“What’s the Big Idea?” A Case Study of Whole-School Project-Based Instruction in Secondary Education." Special Issue - Articles 55, no. 3 (November 9, 2021): 619–40. http://dx.doi.org/10.7202/1083425ar.

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This paper presents the results of an inquiry into a creative, whole-school integrative learning project that started with posing a ‘big question’. Data were generated to deepen understanding regarding the effects of implementing creative project-based learning Hi on student lived experience and student attitudes toward learning. Research on project-based approaches is required to reflect the current contextual realities specific to high schools. The focus on integrative and arts-based approaches as they relate to high school classrooms indicate that secondary education lags in comparison to e

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Schwind, Jasna K., Elaine Santa-Mina, Kateryna Metersky, and Erica Patterson. "Using the Narrative Reflective Process to explore how students learn about caring in their nursing program: an arts-informed Narrative Inquiry." Reflective Practice 16, no. 3 (May 4, 2015): 390–402. http://dx.doi.org/10.1080/14623943.2015.1052385.

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O’Toole, John. "The basic principles of a socially just arts curriculum, and the place of drama." Australian Educational Researcher 48, no. 5 (October 8, 2021): 819–36. http://dx.doi.org/10.1007/s13384-021-00480-6.

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AbstractThis paper provides a descriptive historical analysis of the planning and writing of the Australian Curriculum: The Arts which occurred from 2009 to 2013. This process involved extensive consultation across a range of stakeholders, including curriculum research, background reading and analysis that preceded the Australian Curriculum, Assessment and Reporting Authority’s writing process. The curriculum itself was underpinned by a range of democratic principles, including the importance of developing a socially just curriculum. This necessitated extensive discussion which interrogated th

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Snowber, Celeste. "Dancers of Incarnation." Thème 25, no. 1 (January 7, 2019): 125–38. http://dx.doi.org/10.7202/1055243ar.

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In poetic, sensuous and visceral language this article explores how one liturgical dance artist, whose work as a dancer and educator was centered in dance and theology for decades was informed by an incarnational theology to break open a field of embodied inquiry now situated outside the field of theological studies. The article is in itself a dance consisting of five movements which trace the journey of a liturgical dance artist from theology to doxology, embodied prayer and embodied inquiry to dancing in nature as a cathedral. Here in creating and performing site-specific work in the natural

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Chandler, Amy, and Zoi Simopoulou. "The Violence of the Cut: Gendering Self-Harm." International Journal of Environmental Research and Public Health 18, no. 9 (April 27, 2021): 4650. http://dx.doi.org/10.3390/ijerph18094650.

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Taking as a starting point the frequent characterisation of self-harm as “an adolescent thing for girls,” this paper offers a sociologically informed, qualitative exploration of self-harm as a gendered practice. We move beyond statistical constructions of this “reality,” and critically examine how this characterisation comes to be, and some of its effects. Our data are drawn from a pilot study that developed a collaborative arts-based inquiry into meanings of self-harm. The authors worked with two groups: one of practitioners and another of people who had self-harmed, meeting over six sessions

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Nelson, Elizabeth L., Mia Perry, and Theresa Rogers. "Introducing Offlineness: Theorizing (Digital) Literacy Engagements." Journal of Literacy Research 52, no. 1 (January 25, 2020): 101–7. http://dx.doi.org/10.1177/1086296x19898003.

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In this Insights essay, we propose a new concept of offlineness that builds on current language around digital practices, yet addresses an element of young people’s experience that is not adequately represented in current research or educational discourse. This work is informed by a recent cross-national arts-based research project that highlighted the limitations of the discourse ascribed to the nature of young people’s engagement with digital literacies. We propose a (re)theorization, which builds on a critical review of current conceptual research and digital commentaries. Theorizing offlin

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Enciso, Patricia, Brian Edmiston, Allison Volz, Bridget Lee, and Nithya Sivashankar. "“I’m trying to save some lives here!”." English Teaching: Practice & Critique 15, no. 3 (December 5, 2016): 333–54. http://dx.doi.org/10.1108/etpc-03-2016-0050.

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Purpose The purpose of this paper is to illustrate the plans for and implementation of critical dramatic inquiry with middle school youth. The authors also provide a theoretical frame for understanding dramatic inquiry as an embodied, persuasive and reflexive practice that can inform and transform the ways youth and their teachers experience their own and others’ worlds. Throughout, the authors argue for the centrality of imagination in youth literacies and critical inquiry. Design/methodology/approach Working with Stetsenko’s (2008) concepts of contribution and agency, the authors considered

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Campbell, Cary. "Toward a Pedagogy of Firstness." Chinese Semiotic Studies 14, no. 1 (February 23, 2018): 71–102. http://dx.doi.org/10.1515/css-2018-0005.

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AbstractThis paper examines how the Peircean category of Firstness can illuminate pre-cognitive and pre-interpretative aspects of learning. This study can be understood as part of a broader edusemiotic project currently gaining momentum (cf. Semetsky (ed.) 2010, 2017; Stables and Semetsky 2014; Olteanu 2015). I explore various iterations of Peirce’s thought, from his early Lowell Lectures (1866) to what Strand (2013) has called his “rhetorical turn” following the introduction of the concept ofsemiosisin 1883. My contention is that engagement in arts-based processes is educationally useful in i

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Jones, Stephanie, and James F. Woglom. "Teaching Bodies in Place." Teachers College Record: The Voice of Scholarship in Education 115, no. 8 (August 2013): 1–29. http://dx.doi.org/10.1177/016146811311500806.

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Background/Context This piece draws on literature in justice-oriented teacher education, feminist pedagogy, and postmodern notions of bodies and place to make sense of data generated from a three-year study of an undergraduate teacher education course. A feminist lens was used to engage a body- and place-focused pedagogy that aimed to engage students in recognizing themselves as full-bodied and cultured beings who can work to better understand and expand their perceptions of themselves and others in place. Purpose The authors argue that postmodern theories of bodies and place can provide compl

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Lindgren, Christina. "Unfolding a vision embedded in a garment: Three tools from a toolbox for generating performance from costume design." Studies in Costume & Performance 6, no. 2 (December 1, 2021): 201–15. http://dx.doi.org/10.1386/scp_00047_1.

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Reflection and discussion on ‘how’ costume performs seems to be at the centre of inquiry of the research within the field of costume design, as presented at the Critical Costume conferences and the journal Studies in Costume and Performance. In various ways, costumes play an important role in most performances, a costume ‘does’ things, it performs and has agency. In recent years, we have experienced an increasing number of performances where costume acts as the starting element for a performance and, more often, we hear of costume designers instigating and leading creative processes in making

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Bailey, Cathy, Natalie Forster, Barbara Douglas, Claire Webster Saaremets, and Esther Salamon. "Housing voices: using theatre and film to engage people in later life housing and health conversations." Housing, Care and Support 22, no. 4 (December 5, 2019): 181–92. http://dx.doi.org/10.1108/hcs-04-2019-0011.

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Purpose Quality, accessible and appropriate housing is key to older people’s ability to live independently. The purpose of this paper is to understand older people’s housing aspirations and whether these are currently being met. Evidence suggests one in five households occupied by older people in England does not meet the standard of a decent home. The Building Research Establishment has calculated that poor housing costs the English National Health Service £1,4bn annually (Roys et al., 2016). Design/methodology/approach This paper reports on the findings of a participatory theatre approach to

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Fidyk, Alexandra, Mandy Krahn, Vessela Balinska-Ourdeva, Karen Jacobsen, and Alison Brooks-Starks. "TRAUMA-SENSITIVE PEDAGOGY & PRACTICE NEWSLETTER 1 (OF 2)." Art/Research International: A Transdisciplinary Journal 5, no. 2 (October 1, 2020): 452–60. http://dx.doi.org/10.18432/ari29582.

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This publication includes the first of two newsletters published in this issue of Art/Research International. This second newsletter is followed by a commentary and references for both newsletters. Attentive to local and global mental health realities and the emergent need to provide intercultural mental health perspectives, resources, and methods that work across cultures in school contexts, I (the first author) conducted a participatory poetic inquiry, “Image, Body, and Voice: Supporting Girls’ Sense of Wellbeing,” with grade-6 girls in an inner-city school in Alberta. It sought to: (i

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D'Amato, Alison. "Movement as Matter: A Practice-Based Inquiry into the Substance of Dancing." Dance Research Journal 53, no. 3 (December 2021): 69–86. http://dx.doi.org/10.1017/s0149767721000346.

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AbstractThis article approaches dance through the lens of new materialist theories (speculative realism, object-oriented ontology, thing theory, posthumanism, etc.), considering the possibility that objecthood need not align with inertness and movement need not be excluded from the realm of the substantive. Deploying a practice-based methodology informed by participation in works by Simone Forti and Maria Hassabi, as well her own movement investigation, the author considers theoretical positions that counter the persistent association of dance with ephemerality while also broadly questioning t

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Liska, Suzanne. "Somatic ethnographic research: A choreographic process informed by Alexander Technique." Choreographic Practices 11, no. 1 (July 1, 2020): 75–99. http://dx.doi.org/10.1386/chor_00013_1.

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I write from the perspective of a dance artist interested in reflecting on and sharing my experiences of applying the Alexander Technique (AT) to a choreographic process. The inquiry was framed by dance ethnography, and I choreographed, danced, interviewed and performed with emerging to established dance artists specializing in Contact Improvisation, and interviewed and participated in lessons and workshops with AT teachers. During each phase of the research, I asked: why and how does AT guide me to embody my practice as a choreographer and dancer? This self-ethnographic research outlines an A

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Walters, Roger J. "Informed, well-ordered and reflective: design inquiry as action research." Design Studies 7, no. 1 (January 1986): 2–13. http://dx.doi.org/10.1016/0142-694x(86)90002-5.

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Hafertepe, Kenneth. "An Inquiry into Thomas Jefferson's Ideas of Beauty." Journal of the Society of Architectural Historians 59, no. 2 (June 1, 2000): 216–31. http://dx.doi.org/10.2307/991591.

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A careful reading of eighteenth-century aesthetics provides a view of Thomas Jefferson's thinking about art and architecture quite different from the existing scholarly paradigm. Jefferson owned, read, and quoted Enlightenment philosophy and criticism, most notably that of Henry Home, known as Lord Kames. Far from privileging reason over emotion, these philosophers held that all people are created with innate senses of beauty and morality, as well as a rational faculty. Because of the sense of beauty, certain qualities in objects can inspire the idea of beauty in the mind; other ideas of beaut

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Shabtay, Abigail, Mindy R. Carter, and Hala Mreiwed. "A dramatic collage: becoming pedagogical through collaborative playbuilding." Qualitative Research Journal 19, no. 4 (November 11, 2019): 403–14. http://dx.doi.org/10.1108/qrj-02-2019-0020.

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PurposeThe purpose of this paper is to explore a case study of a group of preservice teachers that took part in a playbuilding process as part of a drama education course at a Canadian University. The paper focusses on ten preservice teachers’ creation in original theatrical production,The Teacher Diaries: a collage of stories based on the preservice teachers’ lived experiences as teacher candidates. Through a discussion of the playbuilding process, the techniques used, and an analysis of three scenes, this paper addresses the question: How can playbuilding and performance help preservice teac

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Gough, Noel, and Chessa Adsit-Morris. "Troubling the Anthropocene: Donna Haraway, Science Fiction, and Arts of Un/Naming." Cultural Studies ↔ Critical Methodologies 20, no. 3 (November 14, 2019): 213–24. http://dx.doi.org/10.1177/1532708619883311.

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This article takes Donna Haraway’s Staying With the Trouble: Making Kin in the Chthulucene as a point of departure for troubling the largely uncontested acceptance of the Anthropocene as a matter of scientific “fact.” Our approach is informed by our methodological commitments to understanding writing as a mode of inquiry and our preference for diffraction (rather than reflection) in conceptualizing practices of reading and critique. The article is therefore organized around questions that Haraway’s text provokes, and our responses to them. We draw on various sources, including selected science

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Giardina, Michael D., and Norman K. Denzin. "Acts of Activism ↔ Politics of Possibility." Cultural Studies ↔ Critical Methodologies 11, no. 4 (July 21, 2011): 319–27. http://dx.doi.org/10.1177/1532708611414657.

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This article examines the context of political life in the United States during the Barack Obama administration, especially as related to right-wing assaults on a progressive political agenda. It also presents an argument for a new performative cultural politics; that is, an interventionist project informed by and committed to acts of activism in the pursuit of a politics of possibility. It concludes by outlining the prevailing lines of inquiry organizing such a project of the critical imagination: that of theory, politics, and performance.

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