Relevant bibliographies by topics / Community art

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Community art'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Community art"

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Havnesköld, Grete, and Johanna Thor. "Community art." DRAMA 61, no. 1 (2024): 36–41. http://dx.doi.org/10.18261/drama.61.1.7.

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Bates, Mo. "Communising Community Art." Circa, no. 27 (1986): 26. http://dx.doi.org/10.2307/25557063.

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Aman, Ronald. "Community and Community-based Art Making." International Journal of the Arts in Society: Annual Review 4, no. 5 (2010): 29–42. http://dx.doi.org/10.18848/1833-1866/cgp/v04i05/35734.

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Hannigan, Shelley Margaret. "Turning community stories into community art." International Journal of Education Through Art 8, no. 2 (2012): 135–50. http://dx.doi.org/10.1386/eta.8.2.135_1.

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Hannigan, Shelley. "Turning community stories into community art1." International Journal of Education Through Art 20, no. 1 (2024): 101–16. http://dx.doi.org/10.1386/eta_00154_1.

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A broad range of community art projects and programmes have been documented around the world since I first reported on this project in 2012. However, it still remains that lack of time and/or funding means that most art teachers are unable to engage in community arts or generate resources and opportunities to teach community arts. This means that unless community art projects directly engage schools and teachers in their projects and time is put aside for students and teachers to go on excursions, visit sites and engage with these communities, there are few opportunities for students to engage in community arts-based learning. This article reports on an innovative community art project that engaged narrative, and sculptural form, as a way of learning about community, place and identity. The project is explained from the perspective of an art educator, researcher and artist who was employed in the project both as community artist and as facilitator. This ‘insider’s perspective’ aims to afford some context to relevant theories through which such projects can be understood as potentially beneficial to art education – particularly in the way people have used narrative to communicate issues of place and the ways in which artists have translated community narratives into sculptural form. The author’s insider perspective offers insight into this project to share how a community art project could be designed and facilitated for students to engage in their local region and therefore a way forward for teachers and students to engage in something similar, to learn about how community stories can be translated into contemporary art, and the important role of place and identity in this work.
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Eden, Alice Anne. "Enchanted Community." Exchanges: The Interdisciplinary Research Journal 6, no. 1 (2018): 44–88. http://dx.doi.org/10.31273/eirj.v6i1.252.

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This article is a scholarly reflection on a recent collaborative art project entitled Enchanted Community, which took place in Coventry and Leamington, 1 May - 31 July 2017. The project sought to communicate art historical scholarship to the wider community through innovative methods: using art and craft activities combined with education, inter-disciplinary framing and collaborative working. Experiences of communicating art historical research and engaging the public with regard to the themes of art and enchantment were both rewarding and surprising. The article summarises the key aspects of the project: its events, outcomes, challenges and successes including outputs and feedback statements from attendees. The article is framed by a number of scholarly perspectives. I survey historical ideas of art and enchantment which inspired the project. I also consider academic debates concerning outreach, public engagement, community art activities and impact through the arts and humanities. The project provided the opportunity to reflect on these areas of historical scholarship alongside methodological issues while developing pathways and contacts for further activities.
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Park, Ahram, and Lalitha Vasudevan. "Remaking Community With Art." Journal of Adolescent & Adult Literacy 64, no. 5 (2021): 589–93. http://dx.doi.org/10.1002/jaal.1138.

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de Stecher, Annette. "The Art of Community." RACAR : Revue d'art canadienne 42, no. 2 (2018): 54–71. http://dx.doi.org/10.7202/1042946ar.

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La nation huronne-wendat de Wendake (Lorette, Québec) a maintenu sa culture et son identité pendant des siècles, souvent en dépit de, et en résistance contre les pressions occasionnées par la présence missionnaire et les politiques coloniales. Cette survivance est tributaire de savoirs, de valeurs et de coutumes transmis de génération en génération. Cet article explore l’art de la communauté wendat et ses éléments constitutifs : la fabrication d’objets, la tradition orale, l’engagement actif des membres de la collectivité dans les pratiques traditionnelles, ainsi que l’adaptation des pratiques ancestrales aux préoccupations actuelles. Il montre comment la production artistique wendat, dans sa force expressive, contribue à la continuité et cohésion sociale de la nation wendat.
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Flajsig, Maja, Nevena Škrbić Alempijević, and Josip Zanki. "Art in the Community." Ethnologia Fennica 48, no. 1 (2021): 56–77. http://dx.doi.org/10.23991/ef.v48i1.101739.

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This article discusses the culture-making and place-making initiatives created at the intersection of ethnology and cultural anthropology, art and cultural politics. The focus is on the ways in which joint ethnological and artistic involvement can change the dynamics within the local community. As a case study the authors use the project Art in the Community: Redefining Heritage of the Association of Artists ‘Zemlja’ (Croatia, 2018 – 2020). The project was based on one of the most important episodes of socially and politically engaged artistic practices in Central Europe and Western Balkans: the legacy of the Association of Artists Zemlja (1929 – 1935), and naïve art and educational work of renowned painter Krsto Hegedušić. In the locality where they had worked and found inspiration – Hlebine – contemporary artists rethought their heritage and brought it to life through this project. The project was based on participatory approaches, artistic and community-empowering process that included local naïve artists from Hlebine and students of Visual Arts and Ethnology and Cultural Anthropology from Zagreb. The text analyses the potentials and challenges in working with different stakeholders on the region’s cultural scene who take part in the project in order to affirm, negotiate or redefine their culture-building strategies.
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Coutts, Glen, and Timo Jokela. "Special Issue: Community art." International Journal of Education Through Art 8, no. 3 (2012): 217–20. http://dx.doi.org/10.1386/eta.8.3.217_2.

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Dissertations / Theses on the topic "Community art"

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Haggar, Janette. "Issues in community art education : developing a profile of the community art educator." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54342.pdf.

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Morales, Monica R. "Defining Community-Based Art Therapy: How Art Therapy in School Settings is Facilitating Community-Based Art Therapy." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/497.

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This research explores the overlap between community-based art therapy and school-based art therapy through the surveyed experiences of art therapists working in school settings, and informed by community-based art therapy components and characteristics identified in A Model for Art Therapists in Community Practice by Dylan Ottemiller and Yasmine Awais. A literature review focused on five components and characteristics identified within the community-based art therapy literature, and informed the review of school-based art therapy literature based on the community-based art therapy themes. A qualitative survey approach was utilized through the distribution and data analysis of an electronic survey and findings were enriched by the researcher’s participation in the development and implementation of a brief community-based art therapy program providing an art therapy experience to families receiving services at a domestic violence intervention center. Analysis of the data revealed three major themes and specific areas where school-based practice is facilitating community-based art therapy (CBAT) components and characteristics. The findings discuss which CBAT components and characteristics are and are not being facilitated within school-based practice, and in conclusion the research offers ways school-based art therapy programs may offer opportunities for community-based practice.
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Carter, Kevin. "Expanding community art practice : an analysis of new forms of productive site within community art practice." Thesis, University of Westminster, 2013. https://westminsterresearch.westminster.ac.uk/item/8yyz5/expanding-community-art-practice-an-analysis-of-new-forms-of-productive-site-within-community-art-practice.

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This practice-based research is a reflection upon a community art practice mediated via the social use of digital technologies such as social media, Free Libre Open Source Software (FLOSS) and open data. In combining existing community art methods and methodologies, with those taken from the social use of digital technologies, an attempt has been made to expand community art to include these social sites productively within its practice. Over the past 40 years, community-focused art practice has produced a significant and mature body of critique derived from a range of issues such as community, identity, co-option by external agendas as well as the artists role and identity; all of which have sought to question the currency of its practice. Is it possible then that methods and methodologies, suggested by the social use of digital technologies, may in part ameliorate some of these critiques and in the process expand the productive sites offered to community art? As part of this practice based research a community-focused artwork, Landscape- Portrait, was created. This work featured an explicit engagement with these new sites of social interaction. As an exemplar of an expanded community art practice, Landscape-Portrait combined methods and methodologies borrowed from the social use of digital technologies alongside those of critical community art practice, incorporating a network of virtual and non-virtual sites in both its production and dissemination. In accordance with my research methodology the artworks production and its outcomes were recorded and reflected on. The material generated informed my research outcomes. As a result, this research advocates caution in the championing of the sites made use of by Landscape-Portrait. It argues instead that these sites need to be considered against a set of critical questions regarding their operational culture, terminology, privacy, accessibility, ownership, agency and autonomy; all of which problematise their easy inclusion as productive sites within an expanded community art practice. In response this research proposes an understanding of site as derived from a complex network of virtual and non-virtual constituents. From this understanding a set of speculations, qualifications and methods have been produced that attempt to map the means by which an expanded community artwork, one that employs particular methods and methodologies taken from the social use of digital technology and critical community art practice, might be used to interrogate the constitutional structure of a site, as part of its consideration as a productive site within an expanded community focused art work.
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King, Abigail Graham. "Community Art as an Interdisciplinary Challenge to Fine Art." Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1123084206.

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Lindström, Matilda. "Contemporary Art as a Catalyst for Social Change : Public Art and Art Production in a Community of Practice." Thesis, Linköpings universitet, Avdelningen för Kultur, samhälle, mediegestaltning – KSM, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113465.

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This master thesis contextualise, and discuss the contemporary art as a catalyst for change, and raises social issues through art production in the urban district Nima. Perspectives of "community", and "community of practice" affiliates with examples of placed based art, mainly mural paintings performed in the urban landscape of the community, in the stigmatised community Nima, an area in Ghana’s capital Accra. The study has identified an artistic climate that is emerging from within the community, where artists have created a system for various forms of arts education. The artistic climate is a process of social practice, and this study further discuss the interaction of people in the process of art production, which provides both local, and global perspectives of art. Issues of representation, especially who is in the position to represent others, and how others are in fact represented are discussed and analysed as well as the terminology of “African art”.
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Foy, Elizabeth. "Spectacle: Framing the Midwestern Art Community." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1283356889.

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Tartoni, Nicole M. "ART WORKS the creation of a contemporary art center in Johnstown, Pennsylvania /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1179760479.

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Di, Mauro Salvatore Mario. "Public Art: A Catalyst for Community Engagement." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367985.

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This exegesis revolves around my research question: Is community participation an appropriate approach to creating public art in regional Queensland? It is informed by my experience of directing public art in regional Queensland over the last two decades. My investigation, which employs a reflective methodology, will attempt to address and answer why and how the process of community consultation and participation is essential to the relevance and longevity of public art projects. In doing so, I will engage with a number of case studies to position, problematise, and resolve issues and concerns that surround certain public art projects developed for and located in regional Queensland communities. My research also explores and extols a culture of place, and methodology that is informed by the oral history practices of interview and documentation. I consider the differences between ephemeral and permanent works, and acknowledge the significance of rituals, anniversary performance, and events. On completion of my analysis, I will formulate an effective reference chart and propose a redirective process that can be used by artists and community alike to further engage with locals in relation to negotiating public art and community. This will be done with the belief that communities, through their experience of place, can offer knowledge and inspire the artist. The artist in this way can work more positively to produce a public statement reflecting and informing the culture of place, past, present and future.<br>Thesis (Professional Doctorate)<br>Doctor of Visual Arts (DVA)<br>Queensland College of Art<br>Arts, Education and Law<br>Full Text
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Brown, Holly Beth. "Social Justice and Community-Based Art Education." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193320.

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Both in and out of the classroom, critically discussing and exploring the issues of gender, race, power, equality, and social justice can be a social and emotional minefield for educators and students alike. In politically charged times, escaping pre-formulated reactions and creating real change and empathy can seem a nearly impossible task. Some educators have turned to the visual and creative arts to provide students with emotional connectedness, visceral responses, and modes of self-expression. In this study, I examine two education programs to understand the effectiveness of social justice pedagogical methods using phenomenological research. My focus is on the educators' experiences, influences, and personal pedagogies. I plan to highlight three successful programs to better understand how complex and emotional issues can be better explored through art and visual culture and how other educators can adapt these methods to their own classrooms.
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WONG, Kei Shun Samson. "Defining community art : theoretical and practical reconstruction." Digital Commons @ Lingnan University, 2016. https://commons.ln.edu.hk/vs_etd/10.

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This research investigates the area of practice commonly known as community art, defined to be where a gathering of people participates in facilitated collaborative art making aimed to be increasing their autonomy in generating artistic and social satisfaction and enrichment. This definition is a result of integrating existing research, literature, interviews with practitioners and analyses of their work. It is an interdisciplinary research conducted through a grounded methodology where data from practitioners and literature mutually inform to yield insights into a seemingly unstructured practice. Seven interviewees were chosen to represent a coherent and recognized body of practice. They are practicing visual and performing artists who specialize in facilitating people of communities in collaborative art process. Each having over 15 years of experience in committed engagement with communities, they are also trainers, educators and professionals in various tertiary, cultural and public institutions. They are either based or are/were committed to the development of community art in Hong Kong, and are all experienced overseas1. Their mix of art disciplines and effectiveness across countries indicate a fundamental connection in their view of art and people that is beyond artistic media and cultural context. Thus, a Hong Kong perspective is provided that may contribute to other metropolitan settings in Asia and worldwide. Guided by the data, this research sought theoretical support for the community artists’ operational concepts of art, people, community and participation. The literature drawn include the ethology of art (Dissanayake, Davies), the nature of the experience of art (Dewey), theories of education (Freire, Dewey), theories of community and individuals (Putnam, McKnight & Block), psychological theories on experience and motivation (Csikszentmihalyi, Ryan & Deci), and theories of social psychology on identity and social belonging (Baumeister & Leary, Aron & McLaughlin-Volpe). This interdisciplinary perspective builds a framework that explains how the artistic and social dimensions in community art, instead of being in compromise, can be synergetic. Of special interest are the untapped aspects of Freire and Dewey’s theories often overlooked by scholars of artistic engagement with communities. Requiring expertise beyond a single scholar, this research proposes only one effective integration of the above disciplines. This research conceptualizes the development of community art to be an interplay of artistic movements, to progressively seek social relevance from object, place, then to people, and at the same time to return art into the hands of the people. It is a practice distinct but in relation to the overlapping categories of the socially engaged arts, dialogical art, community cultural development, community-based art education and public art (Bishop, Cartiere, Goldbard, Kester, Thompson). The shifting definitions have nurtured a blossoming of artist engagement in the society, but has also resulted in miscommunication of what exactly academics, artists and institutions are planning, funding, doing, evaluating and researching. In contrast to an embracive attitude that has unfortunately led to confusion, this research proposes certain defining characteristics for community art, with implications that seek to further the discourse of artistic engagement with communities.
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Books on the topic "Community art"

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Goldstein Nolan, Emily. Community Art Therapy. Routledge, 2023. http://dx.doi.org/10.4324/9781003193289.

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Katter, Eldon. Art: A community connection. Davis Publications, 2001.

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Jaulin, Germana. Community art collaboration, 2002. Edited by Evens Foundation and Museum van Hedendaagse Kunst Antwerpen. Evens Foundation, 2002.

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Bacon, Jono. The art of community. O'Reilly Media, 2009.

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Community, Sakato Art. Bakaba: Sakato Art Community. Sakato Art Community, 2010.

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Vivienne, Reiss, Abdu'Allah Faisal 1969-, and Asante Barby, eds. Art of negotiation. Arts Council of England, 2007.

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Khan, Rimi. Art in Community: The Provisional Citizen. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137512499.

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Steedman, Marijke. Gallery as community: Art, education, politics. Whitechapel Gallery, 2012.

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London, Peter. Step outside: Community-based art education. Heinemann, 1994.

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Chonody, Jill M. Community art: Creative approaches to practice. Common Ground Publishing LLC, 2014.

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Book chapters on the topic "Community art"

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Braden, Su. "Community art." In Artists and People. Routledge, 2025. https://doi.org/10.4324/9781003617839-1.

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Sivakumaran, Shamila. "Community theatre and community work." In Art in Social Work Practice. Routledge, 2018. http://dx.doi.org/10.4324/9781315144245-21.

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Mitroff, Donna D., and Ian I. Mitroff. "Community." In Fables and the Art of Leadership. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137003096_8.

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Royster, Rochele, and Emily Goldstein Nolan. "Research and Community." In Community Art Therapy. Routledge, 2023. http://dx.doi.org/10.4324/9781003193289-7.

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Wildgen, Wolfgang. "Conceptual innovation in art." In Seduction, Community, Speech. John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/pbns.127.16wil.

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Nolan, Emily Goldstein. "Creative Power in Community Healing." In Community Art Therapy. Routledge, 2023. http://dx.doi.org/10.4324/9781003193289-8.

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Nolan, Emily Goldstein. "Community Art Therapy and its Approaches." In Community Art Therapy. Routledge, 2023. http://dx.doi.org/10.4324/9781003193289-2.

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Nolan, Emily Goldstein, and Kai Ying Huang. "Ethical Practice and Challenges in Community." In Community Art Therapy. Routledge, 2023. http://dx.doi.org/10.4324/9781003193289-5.

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Nolan, Emily Goldstein, Rochele Royster, Lauren Leone, et al. "Community Art Therapy Practice Reflections." In Community Art Therapy. Routledge, 2023. http://dx.doi.org/10.4324/9781003193289-3.

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Nolan, Emily Goldstein, Erica Brown, and Yasmin Tucker. "Centering Relationship." In Community Art Therapy. Routledge, 2023. http://dx.doi.org/10.4324/9781003193289-4.

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Conference papers on the topic "Community art"

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Narawati, Tati, Mas Galih Sriyanti, and Trianti Nugraheni. "Art Education in Community." In 4th International Conference on Arts and Design Education (ICADE 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220601.076.

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Vigil, Rosario Carril. "The Digital Art Community in Spain." In ARTECH2017: Eighth International Conference on Digital Arts. ACM, 2017. http://dx.doi.org/10.1145/3106548.3106615.

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Fahmi, Hilal, Muhammad Ivan Nugroho, Kristian Daniel Setiawan, Vittorio Gary, Sardjoeni Moedjiono, and Harco Leslie Hendric Spits Warnars. "Mobile Application for Haircut Art Community." In 2022 Second International Conference on Artificial Intelligence and Smart Energy (ICAIS). IEEE, 2022. http://dx.doi.org/10.1109/icais53314.2022.9743108.

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Gopura, R. A. R. C., and Kazuo Kiguchi. "Mechanical designs of active upper-limb exoskeleton robots: State-of-the-art and design difficulties." In the Community (ICORR). IEEE, 2009. http://dx.doi.org/10.1109/icorr.2009.5209630.

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Dinkins, Stephanie. "Community, Art and the Vernacular in Technological Ecosystems." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. ACM, 2020. http://dx.doi.org/10.1145/3319502.3374844.

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Paramayuga, Daru, and Leonardo Adi Dharma Widya. "(UI) RACANA to Empower the GARAJAS Art Community." In International Conference of Innovation in Media and Visual Design (IMDES 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201202.065.

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Sakre, Tantra, and Herman Sugianto. "Art-Based Community in Surabaya as an Alternative Art Learning Media for Student." In 2nd International Conference on Arts and Design Education (ICADE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200321.034.

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Beazley, Ingrid, Jonathan P. Bowen, Alison H. Y. Liu, and Sarah McDaid. "Dulwich OnView: an art museum-based virtual community generated by the local community." In Electronic Visualisation and the Arts (EVA 2010). BCS Learning & Development, 2010. http://dx.doi.org/10.14236/ewic/eva2010.14.

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Permata, Ariesza T. "Psychological Impact in the Art of Hadrah Al Mubarok in Klangkung Pandaan." In International Conference on Community Development (ICCD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.021.

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Nugrahani, Rahina, Triyanto, Wan Juriah Emeih Binti Wahed, and Wandah Wibawanto. "Visual Art Learning in Virtual Community: A Study of Collaborative Learning in Hijabographic Community." In Proceedings of the 3rd International Conference on Creative Media, Design and Technology (REKA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/reka-18.2018.87.

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Reports on the topic "Community art"

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Kaneva, Dimi, and Natalie Mason. How I Wonder What You Are: Exploring the value of art in early years community encounters. University of Huddersfield, 2022. http://dx.doi.org/10.5920/howiwonder.

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Armstrong, Vicky, Josephine Ross, Anna Robb, et al. Art at the Start: Creative community intervention for perinatal and infant mental health, UKRI Mobilising Community Assets to Combat Health Inequalities Report. University of Dundee, 2023. https://doi.org/10.20933/100001370.

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The Art at the Start team explore the impact of art participation and art therapy on the psychological wellbeing of 0-3-year-old infants and their caregivers. Early intervention is vital to reduce health inequalities, giving infants the best possible start. We embedded art therapists within four galleries across Scotland as action researchers, developing early intervention services with the galleries, exploring the process and evaluating outcomes. We also supported the set-up of two additional services which ran in parallel. In total 58 pairs of infants and their caregivers accessed art therapy support, 220 families received targeted outreach with art-based approaches, and over 2500 people were reached through public sessions, encouraging more art making for the youngest participants. This report will look at the need for the project, what we did, who we worked with, what changes we can show, and we will reflect on the themes arising from this work. At all stages, the infants and families we work with remained central, and we want to thank them for their active participation. Cite as: Armstrong, V. G. and Ross, J. (2023) Art at the Start: Creative community intervention for perinatal and infant mental health, UKRI Mobilising Community Assets to Combat Health Inequalities Report, University of Dundee.
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Green, Rachel, and Jimmy Turner. Alternative Futures: Who Decides? A story of lived experiences told through art. University of Edinburgh, 2024. http://dx.doi.org/10.2218/ed.9781836450818.

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This mini-book tells the story of the ‘The Ripple – Past, Present, Future’ Project, conducted as a research partnership between the Ripple Project, a community organisation in the Restalrig, Lochend and Craigentinny areas in Northeast Edinburgh, and the Binks Hub (University of Edinburgh) in 2023-24. The project used community art-making, creative and curational methods and practices to co-research local people’s experiences and understandings of their community, and express their hopes, dreams and demands for the future. In this mini-book we focus on the four artworks produced through the project and the series of exhibitions we curated to display them. We discuss how these exhibitions were curated to carry the wisdom of the community to wider audiences, and how this wisdom gives rise to a series of participatory democracy demands made of policymakers. The policy-focused aims of the project are summarised here, but are expanded upon in greater detail in our companion publication Alternative Futures: Who Decides? – The respectful inclusion of community voices in decision-making.
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Iudicone, Daniele, and Marina Montresor. Omics community protocols. EuroSea, 2023. http://dx.doi.org/10.3289/eurosea_d3.19.

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The aim of the WP3 “Network Integration and Improvements” is to coordinate and enhance key aspects of integration of European observing technology (and related data flows) for its use in the context of international ocean monitoring activities. One of the dimensions of the integrations is the constitution of thematic networks, that is, networks whose aim is to address specific observational challenges and thus to favor innovation, innovation that will ultimately support the Blue economy. In this context, the specific aim of Task 3.8 is to accelerate the adoption of molecular methods such as genomic, transcriptomic (and related “omics”) approaches, currently used as monitoring tools in human health, to the assessment of the state and change of marine ecosystems. It was designed to favor the increase the capacity to evaluate biological diversity and the organismal metabolic states in different environmental conditions by the development of “augmented observatories”, utilizing state-of-art methodologies in genomic-enabled research at multidisciplinary observatories at well-established marine LTERs, with main focus on a mature oceanographic observatory in Naples, NEREA. In addition, an effort is dedicated to connecting existing observatories that intend to augment their observations with molecular tools. Molecular approaches come with many different options for the protocols (size fractioning, sample collection and storage, sequencing etc). One main challenge in systematically implementing those approaches is thus their standardization across observatories. Based on a survey of existing methods and on a 3-year experience in collecting, sequencing and analyzing molecular data, this deliverable is thus dedicated to present the SOPs implemented and tested at NEREA. The SOPs consider a size fractioning of the biological material to avoid biases toward more abundant, smaller organisms such as bacteria. They cover both the highly stable DNA and the less stable RNA and they are essentially an evolution of the ones developed for the highly successful Tara Oceans Expedition and recently updated for the Expedition Mission Microbiomes, an All-Atlantic expedition organised and executed by the EU AtlantECO project. Importantly, they have only slight variations with respect the ones adopted by the network of genomic observatories EMOBON. Discussions are ongoing with EMOBON to perfectly align the protocols. The SOPs are being disseminated via the main national and international networks. (EuroSea Deliverable, D3.19)
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5

Harlow, Bob, and Pat Wechsler. Staying Relevant in a Changing Neighborhood: How Fleisher Art Memorial is Adapting to Shifting Community Demographics. Bob Harlow Research and Consulting, LLC, 2015. http://dx.doi.org/10.59656/a-ad9769.001.

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Armstrong, Vicky, and Josephine Ross. Art at the Start: Exploring the availability, accessibility and relational benefits of early years art provision in the UK: UKRI Mobilising Community Assets to Combat Health Inequalities Report. University of Dundee, 2025. https://doi.org/10.20933/100001366.

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Art at the Start have been offering arts therapy and messy play sessions to promote the health and wellbeing of parents and 0- to 3-year-old infants in art galleries across Scotland, supported by the Mobilising Community Assets to Combat Health Inequalities scheme (see Art at the Start: Creative community intervention for perinatal and infant mental health report 2023). We mobilise the established health benefits of art to support families to develop healthy relationships with their infants. Making art together offers a safe space for parents to respond sensitively to their infants' aims and experiences, and for infants to see the positive mark they make on the world. Across 2023, the UKRI Mobilising community assets to combat health inequalities scheme funded Art at the Start to form a consortium bringing together academics working in psychology, art therapy, arts &amp; health, arts education and midwifery with a range of nonacademic stakeholders, including families, family arts and support organisations, arts galleries and NHS infant mental health teams, and project partners from the government and third sector policy landscape. The roles in our consortium are shown in the graphic below (with individuals listed in the acknowledgments section). A central aim of our consortium was to consider availability and accessibility of art based supports for early years relationships, in order to inform future service development. Led by a community parent researcher and a participation officer from a charity which supports parents, we evaluated the experiences and needs of families who may benefit from the health and wellbeing outcomes of early years art access. Alongside this, our research fellow mapped existing art-based opportunities for families with young children across the UK, identifying examples of diverse practice. This report summarises our motivations and findings, providing a useful snapshot of UK provision of art-based supports for 0- to 3-year-old children in 2023.
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Vu, Lung, Brady Zieman, Adamson Muula, et al. Assessment of community-based ART service model linking female sex workers to HIV care and treatment in Blantyre and Mangochi, Malawi. Population Council, 2021. http://dx.doi.org/10.31899/hiv12.1031.

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8

Meyer and Carson. PR-415-124508-R01 Strain-Based Design and Assessment State-of-Art Review. Pipeline Research Council International, Inc. (PRCI), 2012. http://dx.doi.org/10.55274/r0010796.

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This report provides an overview and introduction to the use of strain-based design and assessment (SBDA) approaches to ensure mechanical integrity for pipelines that may be (design focus) or have been (operational focus) subjected to significant ground deformation. Appropriately designed pipelines subjected to significant ground deformation can accommodate longitudinal bending loads that induce tension and/or compression loads well beyond yield without impacting pressure containment. Strain-based procedures for evaluating and ensuring pipeline integrity for such potential pipeline hazards are being safely used today for both offshore and onshore pipelines. The fundamental concepts and structure of the strain-based design (SBD) approach are well-established, but not widely known across industry or consistently addressed by regulatory and standards bodies. This report seeks to outline the current state-of-art for SBDA, including how it works in tandem with conventional stress-based design. The goal is to advance the understanding of SBDA within the PRCI community and to identify future work that could be conducted within industry to facilitate the appropriate use of SBDA to meet industry�s goal of ensuring pipeline integrity.
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Barajas, Jesus, Lindsay Braun, Amanda Merck, Bob Dean, Paul Esling, and Heidy Persaud. The State of Practice in Community Impact Assessment. Illinois Center for Transportation, 2022. http://dx.doi.org/10.36501/0197-9191/22-011.

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The objective of this research was to provide recommendations to the Illinois Department of Transportation for updating and revising the “Community Impact Assessment Manual” in accordance with the latest research and practice. The guide incorporated findings from a literature review, a scan of state department of transportation (DOT) community impact assessment (CIA) guidance and manuals, a survey of practitioners from state DOTs involved in CIA, and a series of interviews with those same practitioners to recommend process updates. According to the Federal Highway Administration, community impact assessment can be defined as “an iterative process to evaluate the effects of a transportation action on a community and its quality of life,” which includes elements of health, safety, air quality, connectivity and access, and equity. Six states had publicly available CIA guidance. While all manuals provided basic guidance, some were more detailed in prescribing analytical methods for different types of impacts or provided more structure for conducting the analysis, such as report templates, technical memos, interactive screening tools, field visit checklists, and community context audit forms. According to surveys and interviews with state DOT practitioners, DOTs varied in how or whether they conducted CIA, whether they screened for the need for CIA in advance of conducting it, and what factors they consider when conducting them. A few DOTs had innovative practices with respect to CIA, such as mapping tools, an equity and health assessment, and robust community engagement. The CIA guidance produced as a component to this project constitutes the state of the art in practice, including quantitative and qualitative analytical methods for screening and methods for conducting and documenting CIA. The guidance also emphasizes equity in the assessment process.
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Gattenhof, Sandra, Donna Hancox, Helen Klaebe, and Sasha Mackay. The role of the creative arts in regional Australia: A social impact model. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.238289.

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The findings from this ARC Linkage project The Role of the Creative Arts in Regional Australia: a social impact model (LP180100477) indicate that arts and cultural projects and programs have the potential to be profound drivers of community thriveability including attracting workforce, improving wellbeing, employment and tourism opportunities. These findings emphasise that particularly in regional and remote communities social, cultural and economic outcomes and engagement with art, culture and creativity are often entwined.
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