Academic literature on the topic 'Arts-informed methods'
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Journal articles on the topic "Arts-informed methods"
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Lordly, Daphne. "Crafting Meaning: Arts-informed Dietetics Education." Canadian Journal of Dietetic Practice and Research 75, no. 2 (2014): 89–94. http://dx.doi.org/10.3148/75.2.2014.89.
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Purpose: University nutrition students’ experiences of participation in an arts module as part of a senior nutrition course were explored to gain an understanding of the relationship of art to dietetics practice. Methods: The module comprised discussions, readings, and presentations from dietitian artists, along with three assignments: the production of art, an artist statement, and a reflection paper. The art production depicting an aspect of body image was presented to the class and optionally at a body image conference. An exploratory, qualitative methodology informed by Schön’s reflective practice framework was employed. Three surveys administered at various times during the arts module were used to collect students’ reflections and were thematically analyzed. Results: Three themes emerged: hesitance to acceptance, emotion and connection, and relationship with dietetics. The education process facilitated a transformation among students, noted as changes in knowledge, perceptions, and attitudes over the course of the module. Conclusions: The arts provide an alternative platform for an exploration of self and others, for improving practice, and for an examination of novel ways for doing so. Reflection as an education component enables students to contemplate relationships, knowledge, emotions, and practice as interrelated and evolving entities.
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Wehbi, Samantha, Yahya El-Lahib, Jordyn Perreault-Laird, and Ganna Zakharova. "Oasis in a concrete jungle: arts-informed methods in social work classrooms." Social Work Education 37, no. 5 (2018): 617–32. http://dx.doi.org/10.1080/02615479.2018.1450372.
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Kukkonen, Tiina, and Benjamin Bolden. "Teaching Lives: An Arts-Informed Exploration of Teacher Experience." Art/Research International: A Transdisciplinary Journal 3, no. 2 (2018): 150–71. http://dx.doi.org/10.18432/ari29329.
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With this article we connect the knowledge and experiences of two retired schoolteachers to present-day paradigms of learning and teaching in schools through narrative and arts-informed research processes. By extracting meaning from narratives of teacher experience and representing those meanings using musical and visual art media and methods, we hope to engage percipients in a form of “empathetic participation” that may lead to new and/or revitalized conceptions of teaching and learning, inform current pedagogical practices, and enhance teachers’ sense of belonging to an intergenerational community of educators.
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Capous-Desyllas, Moshoula, and Nicole F. Bromfield. "Using an Arts-Informed Eclectic Approach to Photovoice Data Analysis." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691775218. http://dx.doi.org/10.1177/1609406917752189.
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Arts-informed approaches in qualitative research are gaining more recognition as being a critical research approach in the social sciences. Using arts in research is most commonly seen in the data collection process and in data representation, however, very little is written about how to use arts-informed approaches in data analysis. There are no “how-to” guides and researchers who engage in photovoice research often implement traditional qualitative methods for analyzing their data. The purpose of this article is to merge creativity with rigor to illustrate alternative means to analyze photovoice research data. This article serves as a practical and systematic guide for interpreting photographic and interview transcript data from photovoice projects. Various tables illustrate organizational strategies, and collages serve as a metaphor for the analysis process and themes. The benefits of using arts-informed analysis methods include cross-disciplinary study, innovative ways to interpret data, enhancement of trustworthiness and rigor, and building creative mediums as a form of knowledge.
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Wehbi, Samantha. "ETHICS, ART, AND SOCIAL WORK." Canadian Social Work Review 34, no. 1 (2017): 47–59. http://dx.doi.org/10.7202/1040994ar.
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There has been a growing interest in bringing creative arts as methods and processes into social work education and practice to enhance student learning and contribute to practices tackling issues of social justice and anti-oppression. This paper builds on the current conversation about the intersection of art and social work to propose the need for engagement with ethical considerations to guide our practice. Relying on examples of arts-informed and arts-based projects that tackle issues of ableism and racism, the discussion focuses on the need to consider issues of consent, representation, appropriation and agency of participants in these projects. Borrowing from the metaphor of photographic practice, the article concludes by proposing three ethical principles to guide arts-informed and arts-based practices in social work.
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Caine, Vera, Susan Sommerfeldt, Charlotte Berendonk, and Roslyn M. Compton. "Encouraging a Curiosity of Learning: Reflecting on Arts-Informed Spaces Within the Classroom." LEARNing Landscapes 9, no. 2 (2016): 127–41. http://dx.doi.org/10.36510/learnland.v9i2.767.
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It is through imagination that we create arts-informed inquiry spaces of learning. Our teaching practices and research include being awake to would-be artistry by encouraging a curiosity of learning. In these spaces we have learned to be open to surprise, play, and possibilities. As we make arts-informed methods integral to teaching and learning, we purposefully engage; in our classroom is where experiences call forth inquiry. In this paper we make visible four common threads. These threads include: considering the ontological and epistemological underpinnings of our practices; the signi cance of relationships; playfulness, imagination, and world travelling; and reconsidering our teaching and research practices.
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Kulnieks, Andrejs, Dan Roronhiakewen Longboat, and Kelly Young. "Engaging Eco-Hermeneutical Methods: Integrating Indigenous and environmental curricula through an eco-justice-arts-informed pedagogy." AlterNative: An International Journal of Indigenous Peoples 12, no. 1 (2016): 43–56. http://dx.doi.org/10.20507/alternative.2016.12.1.4.
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Kulnieks, Andrejs, and Kelly Young. "Literacies, Leadership, and Inclusive Education: Socially Just Arts-Informed Eco-Justice Pedagogy." LEARNing Landscapes 7, no. 2 (2014): 183–93. http://dx.doi.org/10.36510/learnland.v7i2.659.
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In this article we outline the primary tasks of eco-justice education with a focus on identifying diverse cultural methods for understanding inclusion both theoretically and in educational practices. Eco-justice education involves a critical cultural and linguistic analysis of the interrelatedness of the social and ecological crises. It is through artsinformed eco-justice education practices that we are able to outline the importance of the benefits of dwelling in a learning garden. We offer specific examples of how to enact an eco-justice education curriculum in order to foster the development of eco-social inclusive habits of mind in teacher education.
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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 teachers need an informed historical understanding of the "liberal arts." The cultivation of virtue is a core component of the classical artes liberates ideal, which entails shaping persons into moral citizens able to contribute to the common good. Quintilian, the first publicly paid teacher in Western civilization, promoted virtue through curricular aims and methods, and the early Church adapted them for catechization. Proponents of Christian higher education may thus draw on Quintilian's educational ideas to inspire teaching that truly builds character and civic responsibility, consistent with the liberal arts ideal.
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Furman, Ellis, Amandeep K. Singh, Ciann Wilson, Fil D’Alessandro, and Zev Miller. "“A Space Where People Get It”: A Methodological Reflection of Arts-Informed Community-Based Participatory Research With Nonbinary Youth." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691985853. http://dx.doi.org/10.1177/1609406919858530.
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This article is a methodological reflection of Bye Bye Binary, a community-based participatory research project (CBPR) that explored nonbinary youths’ experiences of identity development, engagement in activism, discrimination, and mental health in Ontario, Canada. The arts-informed method of body mapping was employed in a workshop format to garner the experiences of 10 nonbinary youth (aged 16–25), in conjunction with additional qualitative methods (i.e., individual interviews and reflective notes). Findings suggest that the body-mapping workshop fostered a safe environment that promoted idea generation, affirmation, self-exploration, and connections through a shared identity, thus creating “a space where people get it.” Methodological challenges that arose throughout the process are discussed, including engagement in art as “awkward,” barriers of limited time and funding, participant recruitment, and collaboration and integration. Lastly, the authors reflect on their learnings engaging in CBPR and provide insights into how researchers can move forward and apply these methods and processes into their own work engaging in arts-informed research or with nonbinary individuals.
Dissertations / Theses on the topic "Arts-informed methods"
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Edwards, Cherie Dionne. "Examining Acculturation Strategies in Immigrant and Refugee Youth: A Mixed Methods Approach to Arts-Informed Research." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78229.
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Extending far beyond migration to a new home, the cultural, emotional, and mental plight of immigration plagues immigrants and refugees of all ages. Nonetheless, immigrant youth are commonly overlooked in acculturation studies. This mixed methods approach to arts-informed research examined the acculturation strategies adopted by immigrant and refugee youth attending community-based programs. Through the use of participant drawings, the think-aloud technique, and the Acculturation, Habits, and Interests Multicultural Scale for Adolescents (AHIMSA) instrument, this research also examines the ways in which immigrant and refugee participants communicate their cultural paradigms. The findings emerging from this study illustrate that immigrant and refugee youth cope with cultural transitions through varied approaches that integrate expressions of individuality and cultural behaviors. By exploring six key findings, this study contributes to literature examining acculturation in youth populations as it provides an analysis of cultural transition that expands beyond traditional examinations of cultural behaviors, and highlights the importance of expressing individuality, values, and interests, in the acculturation process of immigrant youth.<br>Ph. D.
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Tirado, Taipe Carlos Alberto. "Student teacher views on the role of the university." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78498.
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This study set out to understand what the views of a group of student teachers of the University of Pretoria on the role of the university are, and how and why these views emerged. A qualitative exploratory case study design was followed. The social philosophy of higher education of Ronald Barnett was chosen as a theoretical framework. Convenient sampling was applied and arts-informed methods such as drawings and photovoice, combined with in-depth semi-structured individual interviews and field-notes from observations, were research methods used for data construction. ATLAS.ti 8™ software was used and member reflections, reflections with my supervisor, denotation and connotation of drawings and photovoice techniques were used as general research methods for the data analysis. This study found that student teachers predominantly stand for an ontological role of the university that advocates the development of students as persons, their social skills, cultural and racial tolerance, compassion, empathy rather than a predominant role of the university that emphasises epistemological aspects such as teaching/learning, doing research or merely degree accreditation. It was affirmed that the intellectual communities of students and lecturers are a distinctive part of what it means to be a university. The student teachers argued for a more comprehensive concept of critical thinking that has a practical, experiential and relevant relationship with the world. While there has been extensive research on the traditional roles of the university, this study makes the claim that the university has a role to fill in the after-school educational gap that is a result of poor schooling in South Africa. The study makes the claim that the causes that explain the student views are constructed based on their family relationships and their life and educational experiences inside and outside schools or universities which at times surpassed the intellectual role of the university. The student teachers of this study, as part of a supercomplex world, recognize the university-knowledge relationship but stand for a new nature of this relationship.<br>Thesis (PhD)--University of Pretoria, 2019.<br>Humanities Education<br>PhD<br>Unrestricted
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Duro, Royo Jorge. "Towards Fabrication Information Modeling (FIM) : workflow and methods for multi-scale trans-disciplinary informed design." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101843.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 67-70).<br>This thesis sets the stage for Fabrication Information Modeling (FIM); a design approach for enabling seamless design-to-production workflows that can derive complex designs fusing advanced digital design technologies associated with analysis, engineering and manufacturing. Present day digital fabrication platforms enable the design and construction of high-resolution and complex material distribution structures. However, virtual-to-physical workflows and their associated software environments are yet to incorporate such capabilities. As preliminary methods towards FIM I have developed four computational strategies for the design and digital construction of custom systems. These methods are presented in this thesis in the context of specific design challenges and include a biologically driven fiber construction algorithm; an anatomically driven shell-to-wearable translation protocol; an environmentally-driven swarm printing system; and a manufacturing-driven hierarchical fabrication platform. I discuss and analyze these four challenges in terms of their capabilities to integrate design across media, disciplines and scales through the concepts of multidimensionality, media-informed computation and trans-disciplinary data in advanced digital design workflows. With FIM I aim to contribute to the field of digital design and fabrication by enabling feedback workflows where materials are designed rather than selected; where the question of how information is passed across spatiotemporal scales is central to design generation itself; where modeling at each level of resolution and representation is based on various methods and carried out by various media or agents within a single environment; and finally, where virtual and physical considerations coexist as equals.<br>by Jorge Duro Royo.<br>S.M.
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McIntyre, Maura. "Garden as phenomenon, method and metaphor in the context of health care, an arts informed life history view." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ53648.pdf.
Full textBooks on the topic "Arts-informed methods"
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Smith, Johanna. Puppetry in Theatre and Arts Education. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350012936.
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Connecting the art of puppetry with deeper learning for children, this workbook offers a comprehensive guide on how to bring puppetry into the classroom. It places puppet design, construction and manipulation at the heart of arts education and as a key contributor to ‘manual intelligence’ in young people. Packed with practical, illustrated exercises using materials and technology readily available to teachers, Puppetry in Theatre and Arts Education shows you how the craft can enliven and enrich any classroom environment, and offers helpful links between puppetry, the curriculum and other aspects of education. Informed by developments in assessments and cognitive research, this book features approachable puppetry activities, educational strategies and lesson plans for teachers that expand any syllabus and unlock new methods of learning, including: - Making puppets from basic materials and everyday objects - Puppetizing children’s literature - Puppetizing science - Film-making with puppets Puppetry in Theatre and Arts Education is a core text for arts education courses as well as an essential addition to any teacher’s arsenal of teaching strategies.
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McIntyre, Maura. Garden as phenomenon, method and metaphor in the context of health care: An arts informed life history view. 2000.
Find full textBook chapters on the topic "Arts-informed methods"
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Bopp, Jenny. "Storytelling Through Dance and Movement." In Healing Through the Arts for Non-Clinical Practitioners. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5981-8.ch009.
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Everyone has a story to tell, but because of trauma, not everyone can use words to tell it. The purpose of this chapter is to demonstrate an arts-based, trauma-informed, hope-infused movement and storytelling curriculum for adults (ages 19+) who are in recovery from various addictions or traumatic experiences. The curriculum was implemented with a group of five people selected by the supervising agency (Kingdom Recovery) to assess whether or not it proved beneficial to the participants. Assessment methods included before/after class experiences, a movement assessment checklist, and an evaluation survey. The curriculum consisted of seven lessons lasting 90 minutes each, and the goal of the curriculum was to promote life-skill building, healing, and hope. At the end of the seven-week time period, subjects performed pieces they choreographed throughout the sessions as a celebration of their accomplishments and hard work. The goals of the curriculum were accomplished successfully and 100% of the participants noticed an increase in their confidence, empathy, and creativity.
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Shulman, R. G. "Early Days of Biochemical NMR." In Biological NMR Spectroscopy. Oxford University Press, 1997. http://dx.doi.org/10.1093/oso/9780195094688.003.0008.
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It was my pleasure to participate in Oleg’s 65th birthday celebration and to reminisce about the early days of Biochemical NMR. Oleg was always there. I remember in the summer in the early 1960s sitting on lawn chairs at a Gordon Conference and discussing the need for a meeting on biochemical NMR. This was to convene those with common interests, and out of this grew the 1964 meeting in Boston, which was the first International Conference on Magnetic Resonance in Biological Systems. In organizing the 1964 meeting Oleg was stalwart, in charge of the local arrangements at the old mansion, home of the American Academy of Arts and Sciences. The venue was much appreciated by the more than 100 attendees, and the smooth arrangements and elegant, although somewhat dowdy locale, contributed to the sense, generated by the meeting, that the field had a coherent scientific core and a meaningful future. In the early days of the 1960s the field of magnetic resonance in biological systems, brought together biannually by the society, had a coherence that was nurtured by the society. In those days the NMR and ESR methods were much less developed than they soon became, so that any reasonably competent spectroscopist could understand all the methods employed. Additionally, because the earlier studies concentrated upon the better understood biological molecules or processes, the breadth of the applications did not baffle a slightly informed biochemist. The rapid advances in definite understanding were thrilling to practitioners in the field, and individual efforts were motivated by a sense that the field was going to grow. By that time NMR was firmly established as a quantitative method in chemistry, solid state physics, and other material sciences so that with the results in hand it was logical to extrapolate to a future in which magnetic resonance could be central to biological research. These high hopes, however, required considerable confidence in extrapolation, because the individual findings were sometimes slight when compared to the exciting cutting edges of biological research.
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Cecchini, Cecilia, and Miriam Mariani. "Exhibit Design for Architecture." In Conservation, Restoration, and Analysis of Architectural and Archaeological Heritage. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7555-9.ch008.
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This chapter introduces a novel method of communication, based on an analytical and analogical fact-finding journey, aimed at comprehending an architectural design for a more extended and inclusive usership, in particular for visually impaired and blind people. The study focuses on the communication aspects of architecture and the methodology considered effective in architectural criticism, with the aim of attaining deep and real understanding of those principles that represent its tangible expression. Starting from an in-depth theoretical fact-finding analysis, the research suggests a slow and completely non-digital exhibition, available to normally sighted, visually impaired, and blind people, and also for an informed and a non-informed audience. The study was carried out with the support of Public Engagement Department of the MAXXI Museum in Rome (National Museum of the 21st Century Arts) as part of the plan for the accessibility of museum collections.