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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.
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Tarr, Jen, Elena Gonzalez-Polledo, and Flora Cornish. "On liveness: using arts workshops as a research method." Qualitative Research 18, no. 1 (2017): 36–52. http://dx.doi.org/10.1177/1468794117694219.
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Drawing on a research project using arts workshops to explore pain communication, we develop a methodological reflection on the significance of the liveness of arts-based methods. We discuss how liveness informed the design of workshops to provoke novel forms of communication; how it produced uncontrollable and unpredictable workshops, whose unfolding we theorize as ‘imprography’. It also constituted affective and collective experiences of ‘being there’ as important but difficult-to-record parts of the data, which raises challenges to current understandings of what constitutes data, particularly in the context of team research and in light of directives for archiving and reuse. We explore the implications of liveness for methodological practice.
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Middleton, Lisa, Danielle Arlanda Harris, and Alissa R. Ackerman. "A Mixed-Methods Process Evaluation of the Art of Yoga Project for Girls in Custody." Prison Journal 99, no. 4_suppl (2019): 38S—60S. http://dx.doi.org/10.1177/0032885519860852.
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Many adolescent girls in custody have extensive histories of profound childhood trauma and abuse. They typically come from marginalized communities marked with gang violence. The Art of Yoga Project provides a gender-specific, trauma-informed, and culturally sensitive approach to cater to this understudied and underserved population. The Yoga and Creative Arts Curriculum combines yoga, mindfulness, meditation, and art for girls in custody in several Californian counties. The findings are from a mixed methods evaluation of multiple sites over several years. Taken together, we saw an improvement in the self-reported emotional regulation of incarcerated girls. We discuss practical implications for extending this work in other jurisdictions and to other populations.
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Shannon-Baker, Peggy. "“But I Wanted to Appear Happy”: How using Arts-Informed and Mixed Methods Approaches Complicate Qualitatively Driven Research on Culture Shock." International Journal of Qualitative Methods 14, no. 2 (2015): 34–52. http://dx.doi.org/10.1177/160940691501400204.
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Ackermann, Bronwen J. "Diversity and Training in Performing Arts Medicine." Medical Problems of Performing Artists 34, no. 2 (2019): 122–23. http://dx.doi.org/10.21091/mppa.2019.2020.
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Medical Problems of Performing Artists has addressed the needs of clinicians for many decades, providing evidence and opinion pieces on performing artists' healthcare regarding a wide range of health issues that may either affect or cause problems when performing. Traditionally, two major challenges facing the best approaches to managing the health of performing artists has been (i) limited scientific research evidence supporting preventative approaches, specific assessments and treatment methods for the vast array of conditions seen, and (ii) a lack of training programs specifically targeting performing artists' healthcare. Not only are there many important differences between general healthcare and managing the health of performing artists, but there are variations between individuals performing on the same instrument, and a vast array of styles and genres of performing arts that create very different demands on performers. In relation to the first point, a previous lack of available scientific literature has hindered evidence-informed performing arts medicine practice; however, high-quality research has recently progressed rapidly. This edition of MPPA also highlights the incredible breadth of information emerging, recognising the complex and multiple health demands facing diverse performing arts domains.
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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 (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 personal and professional values and beliefs about principles of care delivery. These were creatively translated into meaningful expressions of evidence-informed end of life care and embedded into daily clinical practice. Results: Reflexive analysis of multiple sources of data, alongside the use of evidence-based guidelines, supported the collaborative development of a ‘palliative care chest of drawers’ (PCCOD). As an artefact and one outcome of using practice development in the implementation of a palliative approach to care, the PCCOD brought visible, shared meanings and new ways of working to support care of people who are dying, their families, other facility residents and staff. The PCCOD enabled the aged care team to embed practice innovations into normative patterns of care. Conclusion: Practice development strategies are effective in enabling practitioner-led innovation in clinical practice through integrated inquiry and transformative processes. Implications for practice: The use of a practice development, arts-informed approach: Enables the creation of space for workbased learning and innovation, such as the development and use of the PCCOD to support the process of implementation of changes in practice Makes visible changes to practice, based on shared meanings of a palliative approach to end of life care that reflects the culture of the workplace Provides a creative strategic tool to engage others in the processes of transformation and collaboration, which takes initiatives from a small active learning group into the workplace Enables what was previously a ‘hidden’ part of care to be a distinctive care package that engages residents, families and all members of the aged care team
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Brigham, Susan. "Internationally Educated Female Teachers' Transformative Lifelong Learning Experiences: Rethinking the Immigrant Experience through an Arts-Informed Group Process." Journal of Adult and Continuing Education 17, no. 2 (2011): 36–50. http://dx.doi.org/10.7227/jace.17.2.5.
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This article is based on two phases of a five year arts-informed study that involved 24 women who immigrated to Maritime Canada as adults and who were all teachers in their countries of origin. In groups of approximately six, research participants gathered together in workshops held in two teacher training institutions in two Maritime Provinces over a period of several months to critically reflect on teaching and learning, as well as immigration experiences. In the workshops the women, along with two researchers/workshop leaders, one of whom was the author, engaged in writing, story telling, art-making, dialogue, and critical reflection. Drawing on the theory of transformative learning I analyse the research data presented in two vignettes. The workshop practices, methods, and materials engaged the participants in the imaginative domain and in the exploration of multiple modes of knowledge construction and dimensions of identity.
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Collier, Diane R. "Re-Imagining Research Partnerships: Thinking through "Co-research" and Ethical Practice with Children and Youth." Studies in Social Justice 13, no. 1 (2019): 40–58. http://dx.doi.org/10.26522/ssj.v13i1.1926.
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Intentions to co-research and engage in participatory research pervade education and social science research with children and particularly research on engagement in digital spaces, with digital tools. Starting in the 1900s, there were many attempts to explicitly describe co-research methods and intentions in education but recently co-research has been used in a more taken-for granted way. Using snapshots from three research projects, I trouble my own attempts at co-research. Firstly, in a two-year ethnographic study, research positions were shifted by following the children’s lead and multimodal textmaking interests. Secondly, in an arts-informed classroom study of family photography and family stories, the ways in which the children understood the research process, and gave or withheld assent, influenced how they engaged as co-researchers. Finally, a larger comparative arts-informed study of youths’ digital practices in Hamilton is explored with an eye to how co-research evolved for the youth throughout the project. None of these projects were designed to engage with co-research in a comprehensive way. Yet, across these snapshots, a more nuanced understanding of co-research is envisioned; one that involves reflexive ethical practice and an emergent and attentive focus on consent.
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Moniz, Tracy, Maryam Golafshani, Carolyn M. Gaspar, et al. "The prism model: advancing a theory of practice for arts and humanities in medical education." Perspectives on Medical Education 10, no. 4 (2021): 207–14. http://dx.doi.org/10.1007/s40037-021-00661-0.
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Abstract Introduction The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education. Methods Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from a database created in a recent scoping review. We also analyzed the 15 stakeholder interviews from this review for recurring themes. These three analyses were iteratively compared and combined to produce a model representing the complex relationship among discursive functions and learning domains. Results The literature largely positioned arts and humanities as additive to medicine and focused on the functions of mastering skills and perspective taking. Stakeholders emphasized the intrinsic value of arts and humanities and advocated their utility for social critique and change. We offer a refined theory of practice—the Prism Model of four functions (mastering skills, perspective taking, personal insight and social advocacy)—to support more strategic use of arts and humanities in medical education across all learning domains. Discussion The Prism Model encourages greater pedagogical flexibility and critical reflection in arts and humanities teaching, offering a foundation for achieving its transformative potential.
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Edmonds, Theo, Hannah Drake, Josh Miller, et al. "A Framework for Integrating Arts, Science, and Social Justice Into Culturally Responsive Public Health Communication and Innovation Designs." Health Promotion Practice 22, no. 1_suppl (2021): 70S—82S. http://dx.doi.org/10.1177/1524839921996796.
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Objectives. To increase the scale and efficacy of health promotion practice, culturally responsive approaches to well-being are needed in both communication and practice innovation. This mixed-methods evaluation sought to identify specific mechanisms used in a promising practice model and offers a potential theoretical framework to support public health programs in integrating culture and social justice into communication and intervention programs. Study Design. Rooted at the intersection of ethnographic and phenomenological worldviews, this mixed-methods, retrospective process evaluation used publicly available empirical and experiential data centered on the arts, science, and social justice to identify critical mechanisms used and incorporate them into an emergent theoretical framework. Method. The retrospective process evaluation used an ethnography-informed approach combined with scientific literature reviews. To integrate adjacent ideas into the emergent theoretical framework, a phenomenologically informed theme development approach was used. Results. The evaluation resulted in a five-step framework, called MOTIF, with the potential to be utilized in diverse situational and geographic contexts. Data that surfaced from related literature reviews revealed adjacent mechanisms from positive psychology, critical consciousness theory, and innovation design that were incorporated into the emergent framework. Conclusion. MOTIF may offer a culturally responsive public health communication and innovation process capable of promoting health equity through the cultivation of relationships between artists, community participants, and public health agencies and researchers who collectively endeavor to craft innovative solutions for population health and well-being.
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Nouvet, Elysée, Christina Sinding, Catherine Graham, et al. "What are you (un)doing with that story?" Qualitative Social Work 18, no. 3 (2017): 514–29. http://dx.doi.org/10.1177/1473325017735884.
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This paper contributes to growing inter-disciplinary discussion on what and how arts-informed community-engaged research can add to critical engagements with social inequalities. It is based on workshops facilitated by an inter-disciplinary university research group with the Women’s Housing Planning Collaborative Advisory in Hamilton, a funded housing project and self-advocacy group in a mid-sized Canadian city. In theoretically informed and carefully crafted exercises, workshop participants performed stories they felt compelled to tell in order to secure resources and empathy from social service professionals. These performances made visible the draining nature and practical limitations of interactions between clients and social service professionals in which only particular affective postures and stories of need qualify clients as worthy of concern. The women then used first-person narrative and image theatre to evoke the worlds they are imagining for themselves and others in their advocacy work. Drawing on feminist, post-colonial, anthropological, and performance studies literature, we describe and analyze how the workshops methods of dramatic ‘play’ enable nuanced, powerful, and collectively energizing critical engagements with painful norms of social (mis)recognition.
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Zeilig, Hannah, Fiona Poland, Chris Fox, and John Killick. "The arts in dementia care education: a developmental study." Journal of Public Mental Health 14, no. 1 (2015): 18–23. http://dx.doi.org/10.1108/jpmh-06-2014-0028.
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Purpose – The purpose of this paper is to outline the first stage of an innovative developmental study addressing the educational and emotional needs of dementia care home staff using arts-based materials. Design/methodology/approach – The arts workshop was developed using a mixed methods approach. This included ethnographic observation within a dementia care home, in-depth interviews with senior care home managers, a thematic analysis of focus groups and the development of a comic. At all stages, the multi-disciplinary project team collaborated closely with the care home staff. A comprehensive literature review of the policy, practice and academic background to dementia workforce education provided a contextual framework for the study. Perspectives from the medical humanities informed the project. Findings – Despite the high prevalence of people living with dementia in care homes, there is a lack of appropriate training for the workforce that provides their care. This study found that an arts-based workshop offering an interactive mode of education was an effective way to engage this workforce. The workshop empowered participants to recognise their skills and focus on person-centred care; reflecting current recommendations for dementia care. Research limitations/implications – The workshop was delivered in a single dementia care home and therefore findings may not be generalisable. In addition, the management did not take a direct part in the delivery of the workshop and therefore their views are not included in this study. Practical implications – The arts-based approach can offer a means of engaging the dementia care workforce in education linked to their experience of caring. Originality/value – The paper identifies the gap in relevant education for the dementia care workforce and outlines one possible way of addressing this gap using the arts.
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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 (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 article may also provide critical insights and inform more nuanced methods for research and scholarship when wishing to investigate the personalized, participatory, and productive pedagogies of a networked learning society.
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Berthoud, Luiza Esper. "Art History and Other Stories." ARS (São Paulo) 18, no. 38 (2020): 197–217. http://dx.doi.org/10.11606/issn.2178-0447.ars.2020.162471.
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Through the analysis of one erroneous piece of art criticism, an essay by Goethe that re-imagines a lost ancient sculpture, I demonstrate the difficulty that the discipline of art history has with conceptualizing the experience of art making and how one ought to respond to it. I re-examine the relationship between art making and art appreciation informed by ideas such as the Aristotelian view of Poiesis, Iris Murdoch’s praise of art in an unreligious age, and Giorgio Agamben’s call for the unity between poetry and philosophy. I also argue that much of modern art criticism has forgotten Arts’ earlier conceptual vocation, and propose methods of appreciating art that are in themselves artistic.
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Newman, Kristine, Jacky Au Duong, Parmeet Kahlon, and Shu Jie Li. "Impact of EMBODY Experiencing Dementia through New Media Exhibit: Engaging nursing students and the public about dementia through arts-based knowledge translation methods." Journal of Nursing Education and Practice 10, no. 5 (2020): 100. http://dx.doi.org/10.5430/jnep.v10n5p100.
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Objective: This paper aims to look at the impact of arts-based knowledge translation (ABKT) methods in raising awareness among nursing students and the public about the sex differences and behavioral and psychological symptoms of dementia (BPSD), implemented through a creative new media arts-exhibit at Toronto Rehabilitation Institute.Methods: Through surveys, interviews, and pre- and post-exhibit questionnaires, this project evaluated the use and efficacy of multi-modal media in translating data from a study on the BPSD. The research team categorized and conceptualized artwork and narratives based on data collected from previous phases; no confidential or identifying information related to study participants were used or displayed in the final exhibit.Results: The use of photographs, paintings, abstract data visualizations, augmented reality and virtual reality had various levels of effectiveness in engaging nursing students and the public on the topic of dementia. 360º videos, photographs, and paintings provided the highest level of engagement and discussion among nursing students. The majority of the students reported a better understanding and empathy towards people living with dementia after the viewing of the exhibit and all students perceived the exhibit as an effective method in portraying dementia experience and contributed to their overall understanding of the BPSD.Conclusions: This knowledge mobilization project overall provided a more informed perspective on BPSD among nursing students and the public, and effectively sparked discussion among viewers. The exhibit was able to raise awareness for dementia, its symptoms, and experiences of patients living with dementia. For the scholarly community, our project presents new ways to mobilize knowledge among a broad audience and demonstrates unique, innovative, and engaging forms of ABKT.
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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 (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 link my artistic, research, and teaching practices together to explore what it means to be becoming pedagogical (Gouzouasis, Irwin, Miles, & Gordon, 2013).
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Yukins, Elizabeth. "An “Artful Juxtaposition on the Page”: Memory, Perception, and Cubist Technique in Ralph Ellison's Juneteenth." PMLA/Publications of the Modern Language Association of America 119, no. 5 (2004): 1247–63. http://dx.doi.org/10.1632/s0030812900101725.
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While scholars have appreciated the influence of jazz on Ralph Ellison's compositional strategies, this essay examines how Ellison's interest in the visual idiom of modernism—namely, cubism—influenced the prose style of his posthumously published novel Juneteenth. Evidenced by his friendship with Romare Bearden and his expressed fascination with the visual arts, Ellison's knowledge of cubist practice informed his textual experiments with time, space, and the narrative rendering of memory. Cubist techniques such as fragmentation and the combining of multiple perspectives offered Ellison formal methods to configure the complex consciousness of his main characters and the vexed history of race relations in America. His literary and political visions meet in the mercurial relation between fragmentation and pluralism, for in his multifaceted, nonlinear prose one sees the fraught simultaneity of past and present, memory and vision, historical violence and continued democratic aspiration.
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Loveland-Armour, Lorraine Anne. "Recently identified university students navigate dyslexia." Journal of Applied Research in Higher Education 10, no. 2 (2018): 170–81. http://dx.doi.org/10.1108/jarhe-04-2017-0033.
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Purpose The purpose of this paper is to capture students’ understandings of dyslexia as a component of identity. Specifically, the journey that students embarked on in order to contribute to self-understanding of learning and how dyslexia contributes to these experiences was examined. Design/methodology/approach This qualitative case study explored concepts of social identity theory, how students understood their dyslexia and whether or not labelling theory informed students’ identities through an arts-based phenomenological lens. Eight university students participated in a brief survey, a semi-structured interview and created artefacts representing their dyslexia, which facilitated dialogue about their individual experiences in a higher education context. Findings Interpretive phenomenological analysis revealed that student participants associated strongly with the identity of dyslexia; however they did not consider themselves to be part of a dyslexic group. They also discussed different routes that informed their decisions to undergo diagnostic assessments for dyslexia. Students did not report dyslexia identity as a label. Nonetheless, the students expressed that creating an artefact supported them to better understand and communicate their dyslexia. Originality/value Although visual methods are increasingly prevalent in educational research, they are not typical in the field of dyslexia in higher education. This research therefore engaged students in active self-reflection which provided valuable insight into the nature and diversity of the experiences that can emerge from identification of dyslexia at university.
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Marchenko, Svitlana, and Berdimyrat Handymov. "Development of Strength Abilities Using Play Techniques with Elements of Martial Arts at the Sports and Recreational Stage in 10-Year-Old Girls." Journal of Learning Theory and Methodology 2, no. 2 (2021): 68–74. http://dx.doi.org/10.17309/jltm.2021.2.03.
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The objective of the study was to examine the level of strength fitness indicators of 10-year-old girls and experimentally test the effectiveness of the impact of play techniques with elements of martial arts on the dynamics of strength development. Materials and methods. The study participants were 20 10-year-old girls who do Kyokushin Karate. The children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. The following research methods were used to achieve the objective set: analysis of scientific and methodological literature, pedagogical testing, and methods of mathematical statistics for processing research results. Results. There were the biggest changes in the results of the tests “Lying pull-ups” by 51.1% (p < 0.05), “Push-ups” by 34.1% (p <0.05), and “Bent arm hang” by 26.5% (p < 0.05). Somewhat smaller changes were observed in the tests “Right hand grip test” by 10.8% (p < 0.05), “Left hand grip test” by 10.5% (p <0.05), and “Sit-ups in 1 min” by 13.3% (p < 0.05). The lowest increase in the results was observed in the test “Triple jump on the right and left leg” by 6.6% (p < 0.05). Conclusions. The level of the girls’ strength fitness at the initial stage of the pedagogical experiment conforms to age norms. Most of them are at the average – 40% and above average – 23.6% levels. The remainder of indicators was distributed between the high – 13.6%, below average – 14.3%, and low – 8.6% levels. A comprehensive control of the 10-year-old girls’ strength fitness after the formative experiment showed statistically significant changes in almost all indicators in the experimental group, which used play techniques with elements of martial arts in the following load mode: 5 games, 2 repetitions with rest intervals of 40 s (p < 0.001).
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Goitom, Mary. "Learning Through Pictures: The Integration of Reflexive Photography in Social Justice Education." International Research in Education 8, no. 2 (2020): 57. http://dx.doi.org/10.5296/ire.v8i2.17475.
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This article explores the use of reflexive photography as an experiential teaching method in teaching social justice education in an undergraduate social work program. Using critical auto-ethnography as a method, it discusses how this was built into a second-year Bachelor of Social Work (BSW) course by way of planning and application. Drawing on Freire’s concept of reflexive practice and based on the experiences of a social work educator teaching this course, the paper describes how (a) the course was designed and executed to realize student knowledge, (b) reaffirm the importance of reflexive practice for knowledge building and (c) for social transformation. On the basis of reflection from its application and student experiences, the author discusses the potential effect that integrating arts-informed teaching methods have on social justice oriented approaches to social work practice, the development of students’ practice and professional identity.
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Schmidt Hanbidge, Alice, Tony Tin, and Nicole Sanderson. "Information literacy skills on the go." Journal of Information Literacy 12, no. 1 (2018): 118. http://dx.doi.org/10.11645/12.1.2322.
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Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning. Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills and testing of the MIL tool. One hundred and twenty-eight undergraduate Arts students from eight different classes majoring in psychology, social work, English or social development studies participated in the study to determine the effectiveness of using mobile technology to enhance their IL skills. Preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training are discussed and future directions are recommended.
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Schmidt Hanbidge, Alice, Tony Tin, and Nicole Sanderson. "Information literacy skills on the go." Journal of Information Literacy 12, no. 1 (2018): 118. http://dx.doi.org/10.11645/jil.v12i1.2322.
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Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning. Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills and testing of the MIL tool. One hundred and twenty-eight undergraduate Arts students from eight different classes majoring in psychology, social work, English or social development studies participated in the study to determine the effectiveness of using mobile technology to enhance their IL skills. Preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training are discussed and future directions are recommended.
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Salomon-Gimmon, Maayan, Hod Orkibi, and Cochavit Elefant. "Process and outcomes evaluation of a pre-academic arts program for individuals with mental health conditions: a mixed methods study protocol." BMJ Open 9, no. 7 (2019): e025604. http://dx.doi.org/10.1136/bmjopen-2018-025604.
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IntroductionTheGarageis a multidisciplinary pre-academic arts school for people with artistic abilities who are coping with mental health conditions (MHC). The programme, supported by the National Insurance Institute and the Ministry of Health in Israel, is an innovative rehabilitation service designed to impart and enhance artistic-professional skills and socioemotional abilities to ultimately facilitate participants’ integration into higher education and the job market.Methods and analysisThis mixed methods longitudinal study will include an embedded design in which the qualitative data are primary and the quantitative data are secondary, thus providing complementary information. The study will examine the contribution of the Garage to changes in participants’ personal recovery, well-being, creative self-concept and community integration as well as possible mechanisms that may account for these changes. Qualitative data will be collected using focus groups with graduates and students (a total of ~60 participants). Quantitative data will be collected by self-report questionnaires only from students attending the programme (before, during and at the end of the academic year). Data on the graduates’ integration into higher education and the job market after completing the programme will also be collected from the management team. The qualitative data will be analysed following the grounded theory approach and the quantitative data will be analysed with correlations, paired tests to examine pre–post changes and regression analyses. A merged data analysis will be conducted for data integration.Ethics and disseminationThe University’s Human Research Ethics Committee approved the design and procedures of the study (approval #357–16). All participants will sign an informed consent form where it is clarified that participation in the study is on a voluntary basis, and anonymity and confidentiality are guaranteed. The results will be submitted for peer-reviewed journal publications, presented at conferences and disseminated to the funder and the programme’s management team.
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O’Callaghan, Clare, Libby Byrne, Eleni Cokalis, et al. "“Life Within the Person Comes to The Fore”: Pastoral Workers’ Practice Wisdom on Using Arts in Palliative Care." American Journal of Hospice and Palliative Medicine® 35, no. 7 (2017): 1000–1008. http://dx.doi.org/10.1177/1049909117748881.
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Background: Pastoral care (also chaplaincy, spiritual care) assists people to find meaning, personal resources, and connection with self, others, and/or a higher power. Although essential in palliative care, there remains limited examination of what pastoral workers do. This study examined how pastoral workers use and consider the usefulness of art-based modalities. Methods: Qualitative research was used to examine the practice wisdom (tacit practice knowledge) of pastoral workers experienced in using visual arts and music in palliative care. Two focus groups were conducted. Thematic analysis was informed by grounded theory. Results: Six pastoral workers shared information. Three themes emerged. First, pastoral workers use arts as “another tool” to extend scope of practice by assisting patients and families to symbolically and more deeply contemplate what they find “sacred.” Second, pastoral workers’ art affinities inform their aims, assessments, and interactions. Third, pastoral workers perceive that art-based modalities can validate, enlighten, and transform patients and families through enabling them to “multisensorially” (through many senses) feel recognized, accepted, empowered, and/or close to God. Key elements involved in the work’s transformative effects include enabling beauty, ritual, and the sense of “home” being heard, and legacy creation. Discussion and Conclusion: Pastoral workers interpret that offering art-based modalities in palliative care can help patients and families to symbolically deal with painful memories and experiences, creatively engage with that deemed significant, and/or encounter a sense of transcendence. Training in generalist art-based care needs to be offered in pastoral education.
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Thomson, LJ, N. Morse, E. Elsden, and HJ Chatterjee. "Art, nature and mental health: assessing the biopsychosocial effects of a ‘creative green prescription’ museum programme involving horticulture, artmaking and collections." Perspectives in Public Health 140, no. 5 (2020): 277–85. http://dx.doi.org/10.1177/1757913920910443.
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Aims: To assess the biopsychosocial effects of participation in a unique, combined arts- and nature-based museum intervention, involving engagement with horticulture, artmaking and museum collections, on adult mental health service users. Methods: Adult mental health service users (total n = 46 across two phases) with an average age of 53 were referred through social prescribing by community partners (mental health nurse and via a day centre for disadvantaged and vulnerable adults) to a 10-week ‘creative green prescription’ programme held in Whitworth Park and the Whitworth Art Gallery. The study used an exploratory sequential mixed methods design comprising two phases – Phase 1 (September to December 2016): qualitative research investigating the views of participants ( n = 26) through semi-structured interviews and diaries and Phase 2 (February to April 2018): quantitative research informed by Phase 1 analysing psychological wellbeing data from participants ( n = 20) who completed the UCL Museum Wellbeing Measure pre–post programme. Results: Inductive thematic analysis of Phase 1 interview data revealed increased feelings of wellbeing brought about by improved self-esteem, decreased social isolation and the formation of communities of practice. Statistical analysis of pre–post quantitative measures in Phase 2 found a highly significant increase in psychological wellbeing. Conclusion: Creative green prescription programmes, using a combination of arts- and nature-based activities, present distinct synergistic benefits that have the potential to make a significant impact on the psychosocial wellbeing of adult mental health service users. Museums with parks and gardens should consider integrating programmes of outdoor and indoor collections-inspired creative activities permitting combined engagement with nature, art and wellbeing.
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Woodgate, Roberta Lynn, Pauline Tennent, and Nicole Legras. "Understanding Youth’s Lived Experience of Anxiety through Metaphors: A Qualitative, Arts-Based Study." International Journal of Environmental Research and Public Health 18, no. 8 (2021): 4315. http://dx.doi.org/10.3390/ijerph18084315.
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Living with anxiety can be a complex, biopsychosocial experience that is unique to each person and embedded in their contexts and lived worlds. Scales and questionnaires are necessary to quantify anxiety, yet these approaches are not always able to reflect the lived experience of psychological distress experienced by youth. Guided by hermeneutic phenomenology, our research aimed to amplify the voices of youth living with anxiety. Fifty-eight youth living with anxiety took part in in-depth, open-ended interviews and participatory arts-based methods (photovoice and ecomaps). Analysis was informed by van Manen’s method of data analysis with attention to lived space, lived body, lived time, and lived relationships, as well as the meanings of living with anxiety. Youth relied on the following metaphors to describe their experiences: A shrinking world; The heavy, heavy backpack; Play, pause, rewind, forward; and A fine balance. Overall, youth described their anxiety as a monster, contributing to feelings of fear, loss, and pain, but also hope. The findings from this study can contribute to the reduction of barriers in knowledge translation by encouraging the use of narrative and visual metaphors as a communicative tool to convey youth’s lived experience of anxiety to researchers, clinicians, and the public.
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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 (2017): 110. http://dx.doi.org/10.18432/r27h09.
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This purpose of this inquiry is to explore how an a/r/tographic model of shared inquiry led to deeper insights about learner-centered pedagogy. Invited to teach and redesign a very large ‘Art & Society: Visual Arts’ course at a large university with a 21st century issues-based focus, together with my commitment as a constructivist, learner-centered teacher, the current phenomenological study was born. The phenomena studied was whether a large, lecture-style class taught from a more non-traditional, non-lecture, art-as-experience, learner-centered epistemology might affect students’ balanced thinking and perceptions about their learning. Students’ perceptions, along with the regulatory role of emotions, are critical factors in motivation and behavior; students’ self-beliefs about learning and their capabilities affect their behavior, resilience, and persistence in the face of challenge.Arts-based methods of inquiry with multiple forms of data, regarding both students’ and researcher’s lived experiences resulted in new artforms and informed praxis. After a student survey was determined the best way to poll perceptions about their learning in a more constructivist environment, the author’s Mixed Parallaxic Praxis method emerged from this study. Key findings indicated students’ increased openness to other perspectives and to cultural and creative experiences, increased engagement and a personal desire/thirst to create art, and a personal confidence to analyze art—despite their lack of former experience with artmaking or art instruction in high school. Qualitative and survey data informed how learner-centered practices enhance students’ self-beliefs about their abilities as creative learners, so important to overall motivation and capacity to learn overall.
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Wilson, Michael G., Aditya Nidumolu, Inna Berditchevskaia, Francois-Pierre Gauvin, Julia Abelson, and John N. Lavis. "Identifying approaches for synthesizing and summarizing information to support informed citizen deliberations in health policy: a scoping review." Journal of Health Services Research & Policy 25, no. 1 (2019): 59–66. http://dx.doi.org/10.1177/1355819619872221.
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Objective Public deliberations are an increasingly popular tool to engage citizens in the development of health policies and programmes. However, limited research has been conducted on how to best synthesize and summarize information on health policy issues for citizens. To begin to address this gap, our aim was to map the literature on the preparation of information to support informed citizen deliberations related to health policy issues. Methods We conducted a scoping review where two reviewers screened the results of electronic database searches, grey literature searches and hand searches of organizational websites to identify empirical studies, scholarly commentaries, and publicly available organizational documents focused on synthesizing and summarizing information to inform citizen deliberation about health policy issues. Two reviewers categorized each included document according to themes/topics of deliberation, purpose of deliberation and the form of deliberation, and developed a summary of the key findings related to synthesizing and summarizing information to support informed citizen deliberations. Results There was limited reporting about whether and how information was synthesized. Evidence was typically organized based on the source used (e.g. by comparing the views of stakeholders or experts) or according to the areas that policymakers need to consider when making decisions (e.g. benefits, harms, costs and stakeholder perspectives related to policy options). Information was presented primarily through written materials (e.g. briefs and brochures), audiovisual resources (e.g. videos or presentations from stakeholders), but some interactive presentation approaches were also identified (e.g. through interactive arts-based approaches). Conclusions The choice and framing of information to inform citizen deliberations about health policy can strongly influence their understanding of a policy issue, and has the potential to impact the discussions and recommendations that emerge from deliberations. Our review confirmed that there remains a dearth of literature describing methods of the preparation of information to inform citizen deliberations about health policy issues. This highlights the need for further exploration of optimal strategies for citizen-friendly approaches to synthesizing and summarizing information for deliberations.
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Caretta, Martina Angela, and Elena Vacchelli. "Re-Thinking the Boundaries of the Focus Group: A Reflexive Analysis on the Use and Legitimacy of Group Methodologies in Qualitative Research." Sociological Research Online 20, no. 4 (2015): 58–70. http://dx.doi.org/10.5153/sro.3812.
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This article aims at problematizing the boundaries of what counts as focus group and in so doing it identifies some continuity between focus group and workshop, especially when it comes to arts informed and activity laden focus groups. The workshop [1] is often marginalized as a legitimate method for qualitative data collection outside PAR (Participatory Action Research)-based methodologies. Using examples from our research projects in East Africa and in London we argue that there are areas of overlap between these two methods, yet we tend to use concepts and definitions associated with focus groups because of the lack of visibility of workshops in qualitative research methods academic literature. The article argues that focus groups and workshops present a series of intertwined features resulting in a blending of the two which needs further exploration. In problematizing the boundaries of focus groups and recognizing the increasing usage of art-based and activity-based processes for the production of qualitative data during focus groups, we argue that focus groups and workshop are increasingly converging. We use a specifically feminist epistemology in order to critically unveil the myth around the non-hierarchical nature of consensus and group interaction during focus group discussions and other multi-vocal qualitative methods and contend that more methodological research should be carried out on the workshop as a legitimate qualitative data collection technique situated outside the cycle of action research.
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de Lautour, Reuben. "Inaudible Visitors: Theories of sound reproduction in the studio practice of Pierre Schaeffer." Organised Sound 22, no. 2 (2017): 161–71. http://dx.doi.org/10.1017/s1355771817000073.
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In this article I explore the relationship of theories of sound reproduction formulated in the decades between the two world wars with the studio practice of Pierre Schaeffer. I argue that the 1920s–1930s was a period of significance for sound-based arts, and compare it to analogous defining moments in cinema and art photography. After examining the legacy of this period, I turn to one specific moment from Schaeffer’s early studio experiments with musique concrète in April 1948, showing how the theories of sound reproduction formed in the earlier time period informed practical decisions in Schaeffer’s working methods at a critical time when his ideas about the sound object were forming. Schaeffer’s studio practice and, to an extent, his theories of listening thus carry traces of this prior sonic culture. Considering the decisive influence of Schaeffer’s writings and teaching on later generations and developments in electroacoustic music, I speculate on the proliferation of these ideas beyond Schaeffer’s immediate circle, focusing in particular on soundscape composition. The title of this article is a reference to James Lastra’s ‘invisible auditor’, a term he coined to characterise the approach to sound reproduction discussed in this article (Lastra 2000: 159).
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Fawcett, Trevor. "The nineteenth-century art book: Content, Style and Context." Art Libraries Journal 17, no. 3 (1992): 12–17. http://dx.doi.org/10.1017/s0307472200007902.
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Although ‘art books’ of various kinds existed before 1800, art publishing grew significantly and with increasing speed through the 19th century. Two key factors, each encouraging the other, were the growth of interest in art among a heterogeneous public, and developments in printing technology, especially in methods of reproducing illustrations. Increasing numbers of illustrated art books contributed to the dissemination of awareness of an ever-broader spectrum of works of art, and of the decorative arts, throughout society, and nourished the historicism and eclecticism practised by contemporary artists and designers. The Romantic Movement’s cult of the individual artist prepared the way for the emergence of the artist’s monograph as a significant category of art book, made possible by the capacity to reproduce an artist’s works. The growth of art historical scholarship, informed by a new rigour, brought about the publishing of scholarly works incorporating documentary research, and of previously unpublished or newly-edited source material; art reference works, of several kinds, also multiplied. By 1900 art publishing had set all the precedents it would need until well into the second half of the 20th century.
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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 (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) meet new Teacher Quality Standards (TQS) “to build positive and productive relationships with students [and] peers” (AB Education, 2018, p. 4); and (ii) be “aware of and facilitate responses to the emotional and mental health needs of students” (p. 6). I was guided by the following research question: In what ways might girls’ experiences with art-integrated activities and body-centred methods inform educators about pedagogical practice and mental health interventions?
 Findings indicated the transdisciplinary praxis that emerged—arts-based, contemplative and somatic methods—enhanced the girls’ sense of self and wellbeing. The youth reported that these activities had explicit value: sharing circles used for check-ins and - outs, ceremony—which welcomed witnessing—relational and body-centred practices, and one-on-one time with the PI. The life-size body maps as research creation illustrated that the participants learned to externalize sensations and emotions in a safe way, aiding them in the development of skills needed for emotional self-regulation. Body maps broadly defined are life-size body images, while body mapping is the process of creating body maps using collage, photography, painting, or other arts-integrated methods to visually symbolize aspects of people’s lives, their bodies, and their worlds.
 Funding from Research Impact Canada, VP Research & Innovation University of Alberta and the Kule Institute for Advanced Study aided to mobilize evidence-informed knowledge from this research through professional community engagement with pre- service teachers at a full-day workshop. Presenters at the workshop were members of a Community of Professional Practice (COPP) where the activities of educational research and trauma-sensitive practices were shared, including culturally aware methods for diverse populations. This newsletter reflects one of two events and two research creation artifacts provided as follow up to the attendees.
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HENNESSY, CATHERINE HAGAN, and ALAN WALKER. "Promoting multi-disciplinary and inter-disciplinary ageing research in the United Kingdom." Ageing and Society 31, no. 1 (2010): 52–69. http://dx.doi.org/10.1017/s0144686x1000067x.
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ABSTRACTMulti-disciplinary and inter-disciplinary working has for long been advocated in gerontology, and sometimes contested. Although collaboration between disciplines is common practice in many areas of ageing research, much remains to be done to develop and support such work. Internationally, funding agencies, scientific associations and other stakeholders in ageing research are actively involved in establishing the methods and means to promote cross-disciplinary co-operation in the field. In the United Kingdom (UK) since the late 1990s, the statutory Research Councils with key interests in ageing and older people have been actively pursuing research programmes that feature multi-disciplinarity and inter-disciplinarity. The National Collaboration on Ageing Research (NCAR), a partnership among four of the Research Councils to stimulate cross-disciplinary collaboration, worked with scientists, funding bodies, and research users to develop approaches to multi- and inter-disciplinary research, and their work informed the New Dynamics of Ageing (NDA) Programme, a major cross-Research Council programme of multi-disciplinary research which spans the social, medical, biological and engineering sciences and the arts and humanities. Drawing on the authors' participation in these activities, this article reviews key developments in the promotion of multi-disciplinary science on ageing in the UK and highlights how this is being pursued in the NDA Programme.
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Golden, Tasha. "Reframing Photovoice: Building on the Method to Develop More Equitable and Responsive Research Practices." Qualitative Health Research 30, no. 6 (2020): 960–72. http://dx.doi.org/10.1177/1049732320905564.
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An increasing focus on health equity across a number of health disciplines is generating more consistent prioritizations of trauma-informed approaches, cultural responsiveness, and community engagement. These foci have heightened interest in photovoice as a participatory research method—particularly in research among vulnerable populations or related to sensitive topics. Photovoice’s ballooning popularity can be traced in part to the alignment of its aims and practices with broad health equity goals; at the same time, its singular status reveals a lack of similarly creative, adaptive methods for use in vulnerable or sensitive contexts. In addition, photovoice is not without its concerning limitations, and its increasing usage warrants not only caution, but responsive innovation. To that end, this article draws on the extensive photovoice literature, as well as on the author’s own work at the intersections of public health and the arts, to offer an overview of four photovoice limitations and related concerns. It then highlights the method’s untapped potential by identifying under-researched qualities in need of development—noting these as opportunities to learn from (and further adapt) the photovoice method. Finally, the article pulls limitations and benefits together to frame photovoice as a basis for the continued innovation, study, and development of more equitable approaches to health research and practice.
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Malone, Kevin M., Eimear Cleary, Cecily C. Kelleher, et al. "Bringing Lived Lives to Swift’s Asylum: a psychiatric hospital perspective." Wellcome Open Research 6 (April 19, 2021): 85. http://dx.doi.org/10.12688/wellcomeopenres.15588.1.
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Background: Few “interventions” around suicide and stigma have reached into psychiatric institutions. Lived Lives is a science-arts approach to addressing suicide and stigma, informed by a psychobiographical and visual arts autopsy. The resulting artworks and mediated exhibition (Lived Lives), with artist, scientist and the Lived Lives families, co-curated by communities, has facilitated dialogue, response and public action around stigma-reduction, consistent with a community intervention. Recent evidence from Lived Lives moved us to consider how it may situate within a psychiatric institution, where stigma is chronically apparent. Methods: Lived Lives manifested in St. Patrick’s University Hospital (Ireland’s oldest and largest psychiatric hospital) in November 2017. The mediated exhibition was open to the public for 4 days. Audiences included service users, policy makers, health professionals, senior hospital administrators and members of the public. Opinions and feelings were collected. The event was documented. Bereavement support was available. A Clinician and an artist provided independent evaluation. Results: 86 participants engaged with the exhibition. 62% of participants were suicide-bereaved; 46% had experienced a mental health difficulty, and 35% had been suicidal in the past. 91% thought Lived Lives could be of benefit in the aftermath of a suicide death. Half of participants thought Lived Lives could help reduce suicidal feelings, whereas 88% thought it could benefit those with Mental Health difficulties. The emotional response was of a visceral nature, including fear, anger, sadness, disgust and anxiety. Bereavement support was occasionally called upon in a supportive capacity. Conclusions: Lived Lives sits comfortably in discomfort, unafraid to call out the home-truths about stigma and its pervasive and pernicious impact, and with restoring identity at its core. Lived Lives can operate within a psychiatric hospital, as well as in community. The challenge is to move it forward for greater exposure and impacts in at-risk communities.
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McDade, Adam. "The contemporary western tattooist as a multifaceted practitioner." Craft Research 10, no. 2 (2019): 261–75. http://dx.doi.org/10.1386/crre_00005_1.
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Abstract Although tattooing has been vaguely discussed in an academic literature for over a century, it has only received serious scholarly interest in recent decades. The literature that exists is primarily within the contexts of art history, economics and dominantly, social sciences. With few exceptions, the emphasis is placed on the modified body or the recipient of the tattoo as the focus of the study, and not the process of cultural production. Tattooing from the perspective of the practitioner, and thus the methods, processes and actions of the tattooist, is yet to have gained sufficient focus. As a result, understanding of a creative medium that is a dominant form of cultural consumption is limited, largely deductive and lacking in informed internal voices. This article aims to offer insight into the multifaceted and contingent nature of the role of the contemporary western tattooist, which may be understood as a tattooist working in a western context in the twenty-first century. Conducted by a researcher who is also a professional tattooist, the article is informed by a multimethod methodology combining a contextual review with practical research and autoethnography. Drawing upon professional practice to provide elucidation, a lens for partially understanding the contingent role of the tattooist in pragmatic multiplicity of a visual artist, a designer and a craftsperson is proposed. Specific attention is paid to the notion of craft in accordance to the criteria of the supplemental, material and skill proposed by Adamson to exemplify when the tattooist can be understood as performing the action of a craftsperson. The role of the contemporary western tattooist has been either assumed, ignored or studied without the necessary resources or methodologies within conventional disciplinary approaches. In introducing an insider practitioner perspective into the current dialogue, tattooing may be better understood and researched in the avenues in which it has previously been studied, while also being introduced into the broader craft, design and arts academic discourse.
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Zhao, L., T. Maniuk, T. M. Chan, and B. Thoma. "P167: The spot the diagnosis! series: using fine art to teach observation skills and medical concepts on a medical education website." CJEM 20, S1 (2018): S116—S117. http://dx.doi.org/10.1017/cem.2018.365.
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Introduction: Fine art education increases the quality and quantity of observations that medical students make in both art and clinical reports. However, there are few free and accessible resources that teach art and observational skills to healthcare learners and providers. CanadiEM.org, a medical education blog, developed a new series called Spot the Diagnosis! to address this gap. The goals of the Spot the Diagnosis! series are to: 1) use art to explain medical concepts, 2) tie medical concepts to visual art, 3) hone observational skills, and 4) expose healthcare providers to art. Methods: Each piece of art for the Spot the Diagnosis! Series is selected based upon the author’s art history knowledge, resources found using an online search, and/or suggestions made by other healthcare professionals. The accompanying blog post is researched and written by a medical student in a question-and-answer style and peer-reviewed by another medical student and physician. Posts are uploaded monthly to CanadiEM.org and accessible to anyone with an internet connection. Promotion occurs on site, via email, word-of-mouth, and social media. Viewership is tracked using Google Analytics (GA). A survey for readers is planned to assess who, how, and why readers use the series, but results were not available prior to abstract submission. Results: Six Spot the Diagnosis! posts have been published, each of which begins with the selection of a piece of fine arts that showcases a potential medical diagnosis and a blog post outlining an interpretation of the work informed by observations, historical reports, and medical evidence. Each was published as a blog post on a Saturday and added to a page containing a list of all posts in the broader Arts PRN section on CanadiEM. All contained a single piece of art as the focus, 6 ± 2 (median ± IQR) questions, 638 ± 250 words, and 6 ± 3 references. The answers to questions are hidden under drop-down formatting to allow viewers to arrive at their own answers first. In the first 30 days of publication, each post in the series was viewed 1582 ± 401 times. Conclusion: The Spot the Diagnosis! series is an online educational resource published on CanadiEM.org that aims to improve learners medical knowledge and observational skills by featuring fine arts pieces with relevant question-and-answer style posts. This series fills the gap between art and medicine and has been well received by CanadiEM viewers. We look forward to analyzing responses in our survey to further understand how, why, and who uses this new and innovative resource.
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Klokova, Svetlana. "Determination of level of physical fitness, priority of physical qualities of students and preferences of sports." HUMANITARIUM 44, no. 2 (2019): 86–92. http://dx.doi.org/10.31470/2308-5126-2019-44-2-86-92.
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The analysis of the «Regulation on the organization of physical education and mass sports in higher educational institutions» indicates that in general, they do not take into account the level of physical fitness of students, the priority of the development of physical qualities and preferences of sports. To solve this scientific problem, we conducted a study in which we assessed the level of physical fitness of students, the priority of physical qualities and interest in sports. What will be possible in the future to more informed and reasonably approach to the choice of methods and forms of conducting classes, sports. It will also provide information on the development of one or another physical qualities. On the basis of analysis of the questionnaire, to determine and scientifically substantiate which physical qualities are more prioritized, according to students, assessment of their own level of physical fitness and preference to sports. To determine the level of physical fitness of students, prioritizing, in their opinion, physical qualities and sports, on the basis of the analysis of the results of the questionnaire. It is established that students' personal fitness level is estimated to be high – 13.1%; the importance of physical qualities: endurance – 41,8%; own level of physical fitness: coordination – 29.35%. Among sports, students prefer the following types: ping-pong – 18,15%; volleyball – 13,5%; football – 12,8%; aerobics – 11.55%; martial arts – 10,05%; swimming – 8,2%; basketball – 6,55%; athletic gymnastics – 5,55%; Athletics – 5,2%; badminton – 3,05%; recreational gymnastics – 3,45%; handball – 1,95%. The results can be used in the formation of sports and recreation groups for sports. After the conducted scientific research, we were able to determine and scientifically substantiate: what physical qualities are more prioritized, according to students; provided an assessment of their own level of physical fitness; and identified the likes of sports.
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Bartlett, Vanessa. "Psychosocial curating: a theory and practice of exhibition-making at the intersection between health and aesthetics." Medical Humanities 46, no. 4 (2019): 417–29. http://dx.doi.org/10.1136/medhum-2019-011694.
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A recent Manifesto for a Visual Medical Humanities suggested that more in-depth analysis of the contribution of visual art to medical humanities is urgently required. This need perhaps arises because artists and curators experience conflict between the experimental approaches and tacit knowledge that drive their practice and existing audience research methods used in visitor studies or arts marketing. In this paper, I adopt an innovative psychosocial method—uniquely suited to evidencing aesthetic experiences—to examine how an exhibition of my own curation facilitated audiences to undertake psychological processing of complex ideas about mental distress. I consider the curator working in a health context as a creator of care-driven environments where complex affects prompted by aesthetic approaches to illness can be digested and processed. My definition of care is informed by psychosocial studies and object relations psychoanalysis, which allows me to approach my exhibitions as supportive structures that enable a spectrum of affects and emotions to be encountered. The key argument of the paper is that concepts from object relations psychoanalysis can help to rethink the point of entanglement between curating and health as a process of preparing the ground for audiences to do generative psychological work with images and affects. The case study is Group Therapy: Mental Distress in a Digital Age, an exhibition that was iterated at FACT (Foundation for Art and Creative Technology), UK and University of New South Wales Galleries Sydney, with an emphasis on audience response to key artworks such as Madlove—A Designer Asylum (2015) by the vacuum cleaner and Hannah Hull. It is hoped that this paper will help to reaffirm the significance of curating as a cultural platform that supports communities to live with the anxieties prompted by society’s most complex medical and social issues.
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Rothwell, Erin, Gretchen Case, Sydney Cheek-O’Donnell, et al. "2052." Journal of Clinical and Translational Science 1, S1 (2017): 53. http://dx.doi.org/10.1017/cts.2017.188.
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OBJECTIVES/SPECIFIC AIMS: Exposure to theatrical performances holds promise for addressing bioethical issues, but there has been little empirical examination of the impact of dramatic presentation on audiences’ attitudes. This study assessed the short-term impact of the play, Informed Consent, on perceptions of trust, willingness to donate biospecimens, attitudes toward harm and privacy among the general public and in faculty, medical and undergraduate students within an academic medical center in the intermountain west. METHODS/STUDY POPULATION: Surveys were administered before and after a staged reading of the play by professional actors. Pre and post survey responses were linked for each participant. Survey items included the short form Trust in Medical Researchers, and single item questions about group identity, of genetic testing in children, and willingness to donate biospecimens. In total, 3 additional questions about harm, consent, and ethical investigator behavior as represented in the play were asked in the post survey. In addition, respondents were given the option to answer open-ended questions through email. RESULTS/ANTICIPATED RESULTS: Out of the 481 who attended the play, 421 completed both the pre and post surveys, and 166 participants completed open-ended questions online ~1 week after the play. Across all participants, there were significant declines for Trust in Medical Researchers and for the survey item “is it ethical for genetic testing in children for adult onset conditions,” (p<0.001 for both) following the play. There was a significant increase in agreement to improve group identity protections (p<0.001) and no differences on willingness to donate biospecimens to research (p=0.777). When differences were analyzed by race of the participant, non-White participants (n=68) compared with White participants (n=344) were less willing to donate biospecimens in general (p<0.001). Further, non-White participants’ willingness to donate biospecimens decreased (p=0.049) after viewing the play while the white participants’ willingness to donate was unchanged. Qualitative data provided extensive contextual data supporting these perspectives. DISCUSSION/SIGNIFICANCE OF IMPACT: This is one of the first studies to empirically examine the impact of a theatrical performance on both attitudes and behavioral intentions toward research and clinical research participation. Some attitudes changed following the play performance, but there were no significant differences on intention to donate biospecimens for research overall. Future research can further address the value and impact of theatrical performances and other creative arts as tools to engage the public and investigators in dialogue about the ethical issues and complexities in clinical research and further evaluation of the impact of performances on attitudes about research and ethics. Creative arts may be used to motivate investigators and study participants to confront fundamental questions about research participation and trust.
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Zeitels, Steven M. "The Art and Craft of Phonomicrosurgery in Grammy Award–Winning Elite Performers." Annals of Otology, Rhinology & Laryngology 128, no. 3_suppl (2019): 7S—24S. http://dx.doi.org/10.1177/0003489418810697.
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Background: Since the renowned opera maestro Manuel Garcia presented “Observations on the Human Voice” using mirror laryngoscopy in 1855, there has been an inextricable link between performing vocalists and laryngologists. Today, specialized laryngeal surgeons continue the tradition of integrating medical and surgical management of performers with those skilled in vocal arts, voice science, and voice therapy. With advances in surgical instrumentation and techniques, increasing opportunities have evolved to surgically restore lost performing voices. However, it is especially challenging because of a range of factors, including the need for optimal technical precision, management of expectations, complexity of informed consent, public visibility of these patients, and the economics related to the success and failure of surgery. A number of these key issues apply to phonomicrosurgical procedures in nonsingers as well. Consequently, reviewing the art and craft of phonomicrosurgery in elite performers provides valuable insights into the optimal management of any patient. Methods: A retrospective review was done of microlaryngeal procedures for the past 20 years, and 18 elite performers were identified who were Grammy Award winners. Microsurgical methods for different lesions are illustrated. Composite analyses of the group along with their associated pathology was done to provide insights into key issues. Results: The 18 patients in this cohort have won 80 Grammy Awards, which were garnered from 242 nominations. All 18 had substantial deterioration in voice quality and could retain more than 1 pathology. Significant loss of superficial lamina propria (SLP) pliability was present in 15 of 18, varices and/or ectasias leading to vocal hemorrhage in 6, vocal polyps in 9, fibrovascular nodules in 6, arytenoid granuloma in 1, sulcus from prior microlaryngeal surgery leading to vocal fold SLP scarring in 4, sulcus from long-term phonotrauma leading to vocal fold SLP scarring in 4, benign cyst in 1, precancerous dysplasia in 2, and invasive carcinoma in 2. Subsequent to phonomicrosurgery, all reported improvement in their performance. Conclusions: Laryngologists and laryngeal surgeons have shouldered a burden of responsibility for elite performing vocalists since the origin of our specialty. Most lesions and diagnoses that are encountered result from phonotrauma. Optimizing singers’ care provides surgeons with extremely complex technical, emotional, social, and financial challenges. Focused analysis of managing elite performing vocalists effectively integrates a range of essential issues, which provide key insights to assist clinicians treating nonperforming patients requiring phonomicrosurgery.