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Journal articles on the topic 'Artmaking'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Damajanti, Irma, Ardhana Riswarie, Lulu Lusianti Fitri, RR Sri Wachyuni, and Miryam Wedyaswari. "Distance Therapeutic Artmaking:." Journal of Visual Art and Design 13, no. 2 (February 4, 2022): 131–43. http://dx.doi.org/10.5614/j.vad.2021.13.2.4.

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Therapeutic uses of art have been acknowledged since even before the emergence of art therapy as a discipline and profession. Over the last couple of years, the Psychology of Art course managed under the Visual Art Study Program ITB has included discussion and therapeutic artmaking practice for students from all over the university. During the beginning of the Covid-19 pandemic, the delivery of therapeutic artmaking practice in the classroom had to be adjusted. Therefore, a video guide was created to help the students to follow the course activities. This paper describes the process and the theoretical background of making the video guide as well as discussing some of the students’ reports using the self-concept framework and the effectiveness of distance therapeutic artmaking activities. The preliminary study used a quasi-experimental approach, specifically a pre-experimental design, towards Psychology of Art students in 2020. The data used included verbal reports and images, which were analyzed qualitatively using codification and content analysis with two raters to discuss the findings. The results showed that the activity was impactful towards students’ self-concept. In some findings, the participants elaborated how the activity had impacted them positively. In the future, this model of distant therapeutic artmaking can be further developed and distributed to give benefits to a larger audience.

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2

Snir, Sharon. "Artmaking in Elementary School Art Therapy: Associations with Pre-Treatment Behavioral Problems and Therapy Outcomes." Children 9, no. 9 (August 25, 2022): 1277. http://dx.doi.org/10.3390/children9091277.

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Engaging in artmaking is one of the key components of art therapy. Theoretical conceptualizations posit that artmaking is not only influenced by the mental state of the artmaker, but can also modify it. The quantitative longitudinal study reported here examined these assumptions in the context of school art therapy. Seventy-seven elementary school students in art therapy in Israel completed the Art Based Intervention Questionnaire (ABI) three times during the therapy year. Their parents and homeroom teachers reported on the students’ behavioral and emotional problems on the Child Behavior Checklist (CBCL for parents, and TRF version for teachers). The results indicated an inverse correlation between the students’ externalizing and mixed problems before starting treatment and these clients’ experiences of artmaking during the first month of therapy. A regression model for predicting gain scores on the TRF internalizing problem indices was significant, whereas the significant regression predictor was the students’ experience of artmaking at T1. These findings provide initial support for an association between the experience of artmaking and mental state, and an improvement in mental state, and are discussed in relation to the context of school art therapy.

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3

Tellie, Benjamin, and Josh Dracup. "Exploring Bullying Through Artmaking." Art Education 69, no. 1 (December 17, 2015): 8–15. http://dx.doi.org/10.1080/00043125.2016.1106842.

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4

Walker, Sydney. "Artmaking, Subjectivity, and Signification." Studies in Art Education 51, no. 1 (October 2009): 77–91. http://dx.doi.org/10.1080/00393541.2009.11518792.

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5

Walker, Sydney. "Artmaking and the Sinthome." Research in Arts and Education 2014, no. 2 (September 1, 2014): 1–9. http://dx.doi.org/10.54916/rae.118791.

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6

Mcgovern, Thomas. "Artmaking in a Contested Eden." Afterimage 28, no. 5 (March 2001): 18–19. http://dx.doi.org/10.1525/aft.2001.28.5.18a.

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7

Angelides, Panayiotis, and Antonia Michaelidou. "Collaborative Artmaking for Reducing Marginalization." Studies in Art Education 51, no. 1 (October 2009): 36–49. http://dx.doi.org/10.1080/00393541.2009.11518789.

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8

Alexander, Karenlee Clarke. "Artmaking: Bridge to metaphorical thinking." Arts in Psychotherapy 18, no. 2 (January 1991): 105–11. http://dx.doi.org/10.1016/0197-4556(91)90017-5.

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9

Sinquefield-Kangas, Rachel, Antti Rajala, and Kristiina Kumpulainen. "Exploring empathy performativity in students’ video artworks." International Journal of Education Through Art 18, no. 2 (June 1, 2022): 145–60. http://dx.doi.org/10.1386/eta_00091_1.

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This article examines events of empathy as they occur during artmaking using the lens of agential realism. We do this to trouble more traditional psychological constructs of empathy and, instead, rethink it as performative and relational. Drawing on new materialisms and Karen Barad’s ‘agential realism’, we do not treat artmaking, young people and empathy in any hierarchy but want to understand how these come together as ‘things-in-phenomena’. Written recountings of a video artwork are used in mapping the entanglements of cats and dogs with three Finnish high-school girls as they answer the question ‘what is empathy?’. The study shows how objects/materials/matter(s) are agentic in co-constituting conditions invocative of empathy phenomena during artmaking. We conclude by suggesting that an agential realist account of art and empathy calls for art educators to pay close attention to objects/materials/matter(s) in their heterogenous connections.

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10

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

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

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11

Lev, Michal. "Artmaking Resilience: Reflections on Art-Based Research of Bereavement and Grief." Creative Arts in Education and Therapy 8, no. 1 (August 23, 2022): 126–38. http://dx.doi.org/10.15212/caet/2022/8/1.

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This article presents some of the elements of artmaking as sources of resilience within the process of bereavement and grief. It builds upon findings from an art-based research project conducted during the period of coronavirus disease 2019 pandemic that explored properties of resilience in the face of sickness and death, which suggests three active elements to resilience: the capacity to observe pain, possession of faith, and the support circle. The article ties these findings, with other artistic projects in which artmaking responded to and alleviated sorrow and loss.

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12

Sydney R. Walker. "Artmaking and the Sinthome." Visual Arts Research 36, no. 2 (2010): 75. http://dx.doi.org/10.5406/visuartsrese.36.2.0075.

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13

Walker, Sydney. "Understanding the Artmaking Process: Reflective Practice." Art Education 57, no. 3 (May 2004): 6–12. http://dx.doi.org/10.1080/00043125.2004.11653545.

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14

Jarvis, Michael. "Articulating the tacit dimension in artmaking." Journal of Visual Art Practice 6, no. 3 (December 7, 2007): 201–13. http://dx.doi.org/10.1386/jvap.6.3.201_1.

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15

Walker, Sydney R. "Artmaking and the Sinthome." Visual Arts Research 36, no. 2 (2010): 75–82. http://dx.doi.org/10.1353/var.2010.0017.

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16

Shapiro, Johanna, Juliet McMullin, Gabriella Miotto, Tan Nguyen, Anju Hurria, and Minh Anh Nguyen. "Medical Students’ Creation of Original Poetry, Comics, and Masks to Explore Professional Identity Formation." Journal of Medical Humanities 42, no. 4 (November 15, 2021): 603–25. http://dx.doi.org/10.1007/s10912-021-09713-2.

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AbstractIntroduction. This study examines differences in students’ perceived value of three artmaking modalities (poetry, comics, masks) and whether the resulting creative projects offer similar or different insights into medical students’ professional identity formation. Methods. Mixed-methods design using a student survey, student narrative comments and qualitative analysis of students’ original work. Results. Poetry and comics stimulated insight, but masks were more enjoyable and stress-reducing. All three art modalities expressed tension between personal and professional identities. Discussion. Regardless of type of artmaking, students express concern about encroachments of training on personal identity but hoped that personal and professional selves could be integrated.

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17

Roberts, Amanda. "COVID-19: A catalyst for online creativity for individuals with a life-limiting illness." Journal of Applied Arts & Health 13, no. 1 (March 1, 2022): 119–29. http://dx.doi.org/10.1386/jaah_00092_1.

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The COVID-19 pandemic acted as a catalyst for the programme explored in this article. Developed to fill a gap in face-to-face support programmes for those with a life-limiting illness, the Live Well, Die Well programme offered participants the opportunity to experiment with various art-forms in online workshops. This article reveals the content and practice of three workshops facilitated by the author who uses this experience to begin an exploration of the connection between artmaking, illness, identity and agency. Critiquing the relevance of the art therapy literature to this programme, the author explores the key role online artmaking can play in ameliorating the ‘total pain’ often experienced at the end of life.

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18

Irwin, Rita L. "Listening to the Shapes of Collaborative Artmaking." Art Education 52, no. 2 (March 1999): 35. http://dx.doi.org/10.2307/3193761.

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19

Furniss, Gillian J. "Celebrating the Artmaking of Children with Autism." Art Education 61, no. 5 (September 2008): 8–12. http://dx.doi.org/10.1080/00043125.2008.11518990.

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20

Levine, Rebecca Sokol. "A Closer Look: Student Engagement in Artmaking." Art Education 62, no. 4 (July 2009): 13–17. http://dx.doi.org/10.1080/00043125.2009.11519024.

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21

Eubanks, Paula. "Interdisciplinary Study: Research as Part of Artmaking." Art Education 65, no. 2 (March 2012): 48–53. http://dx.doi.org/10.1080/00043125.2012.11519168.

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22

Walker, Sydney. "How Shall We Teach? Rethinking Artmaking Instruction." Teaching Artist Journal 4, no. 3 (July 2006): 190–97. http://dx.doi.org/10.1207/s1541180xtaj0403_7.

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23

Lev, Michal. "Art as a mediator for intimacy: Reflections of an art-based research study." Journal of Applied Arts & Health 11, no. 3 (November 1, 2020): 299–313. http://dx.doi.org/10.1386/jaah_00041_7.

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This article presents an art-based research study that explored whether art and artmaking could be considered mediators for intimacy within personal expression. The primary participant of the study was the artist-researcher-therapist, and the imagery created served as co-participants who played the role of ‘others’ residing in the self. Certain qualities of intimacy were identified within art and artmaking: an urge to move closer, embracing small details, layering, safety, transformation, borders and empty spaces, restrictions by limiting media and tension. Art as a mediator was found to provide an intermediate space and a transcendental realm and to serve as a vehicle of expression that could bridge between the physical and the imagined, integrate inner qualities, support differentiation, encourage witnessing and reconcile ambiguity and conflict.

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24

Huxhold, Dianna, and Mary Soylu. "Art Education Under Quarantine: A Return to Artmaking." Art Education 75, no. 5 (August 30, 2022): 42–44. http://dx.doi.org/10.1080/00043125.2022.2076546.

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25

Gross, Kelly M. "Inclusive Artmaking in High School Visual Arts Classes." Studies in Art Education 62, no. 2 (April 3, 2021): 162–77. http://dx.doi.org/10.1080/00393541.2021.1896251.

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26

Novy, Christine, Marie-Christine Ranger, and Roanne Thomas. "Exploring artmaking as a source of metaphor for women’s cancer experiences: A phenomenological study." Journal of Applied Arts & Health 00, no. 00 (May 12, 2022): 1–18. http://dx.doi.org/10.1386/jaah_00100_1.

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Metaphoric language is common in cancer discourse. However, prevailing military and journey metaphors may not capture variation in cancer experiences. In this article, the authors describe an art-based community research programme for women who had experienced cancer. Taking a phenomenological approach, the article examines how artmaking processes and materials were used by the study participants to shape their own metaphoric thought and, thereby, to articulate a more intimate understanding of their cancer experiences. The authors discuss four themes arising from their findings: (1) experiencing metaphor at its source, (2) artworks as insight cultivators, (3) art as process and metaphor for understanding cancer and (4) alternative metaphors for the cancer experience. Artmaking may be a means to enhance phenomenological data collection in the context of cancer experiences. By capturing variation in women’s cancer experiences, it may also lead to improvements in cancer survivorship care.

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27

Jones, Stephen. "A Systems Basis for New Media Pedagogy." Leonardo 44, no. 1 (February 2011): 88–89. http://dx.doi.org/10.1162/leon_a_00102.

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The relations that operate dynamically within artmaking systems need to be elucidated when teaching new media either as practice or as history. Toward that end the author proposes an extended conceptual structure of cybernetics that includes the motivations within a system and its coherence.

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28

Grushka, Kathryn, Michelle Van Gestel, and Clare Skates. "Crafting Identities: Folding and stitching the self." Art/Research International: A Transdisciplinary Journal 4, no. 1 (February 27, 2019): 287–311. http://dx.doi.org/10.18432/ari29422.

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This article tells the story of two fibre artists, Kathryn and Clare, who craft their intergenerational autoethnographic insights through the creation of textile artworks. It explores the collaborative journey of both artists, who came together to create an exhibition titled “Stitching Identities.” The artists have embraced the Deleuzian idea of the folding act in artmaking as a process of continuous and complex revealing of narratives and intuitive insights about self, a bringing of the inside to the outside and into material aesthetic form. It also embeds the writing of a colleague artist/educator, Michelle, who worked with them on the writing of the article and in addition draws on the critical, reflective and philosophical writing of education theorist Inna Semetsky (https://columbia.academia.edu/InnaSemetsky) who wrote the “Stitching Identities” exhibition catalogue essay. Their artmaking is their method, a way of crafting for meaning, a way to research and explore the self and the formation of their current identities.

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29

Callander, Adrienne. "Artmaking as Entrepreneurship: Effectuation and Emancipation in Artwork Formation." Artivate 8, no. 2 (2019): 61–77. http://dx.doi.org/10.1353/artv.2019.0012.

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30

Walker, Sydney. "Working in the Black Box: Meaning-Making and Artmaking." Art Education 50, no. 4 (July 1997): 23. http://dx.doi.org/10.2307/3193650.

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31

Freedman, Kerry. "Artmaking/Troublemaking: Creativity, Policy, and Leadership in Art Education." Studies in Art Education 48, no. 2 (January 2007): 204–17. http://dx.doi.org/10.1080/00393541.2007.11650100.

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32

Heck, Marsha L. "Eye Messages: A Partnership of Artmaking and Multicultural Education." Multicultural Perspectives 3, no. 1 (January 2001): 3–8. http://dx.doi.org/10.1207/s15327892mcp0301_2.

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33

Milne *, Wendy M. "The use of reflective artmaking in pre‐service education." Mentoring & Tutoring: Partnership in Learning 12, no. 1 (April 2004): 37–52. http://dx.doi.org/10.1080/1361126042000183057.

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34

Chandler, Eliza, Bojana Coklyat, Shannon Finnegan, and Jessica Watkin. "Access Entanglements: Approaching Accessible Publishing Through Engagement and Dissensus." Public 33, no. 66 (September 1, 2022): 33–41. http://dx.doi.org/10.1386/public_00115_3.

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A conversation between artists Bojana Coklyat, Shannon Finnegan, Jessica Watkin, and scholar and curator Dr. Eliza Chandler which approaches access and publishing from the vantage of centring disability and its multi-sensorial ways of knowing, engaging with concepts of care, crip time, interdependence and collaboration, the limitations of access as “inclusion,” disability as creatively generative, and access as a distinct methodology for artmaking.

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35

LaJevic, Lisa. "My Experience With Remote Instruction: Choices in Learning and Artmaking." Art Education 74, no. 2 (February 22, 2021): 10–13. http://dx.doi.org/10.1080/00043125.2020.1852383.

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36

Teoli, Laura A. "Companioning artmaking: Creating art alongside clients in group art therapy." Arts in Psychotherapy 75 (September 2021): 101806. http://dx.doi.org/10.1016/j.aip.2021.101806.

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37

Jaquith, Diane B. "When is Creativity? Intrinsic Motivation and Autonomy in Children’s Artmaking." Art Education 64, no. 1 (January 2011): 14–19. http://dx.doi.org/10.1080/00043125.2011.11519106.

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38

Chin, Christina. "Cultivating Divergent Thinking: Conceptualization as a Critical Component of Artmaking." Art Education 66, no. 6 (November 2013): 28–33. http://dx.doi.org/10.1080/00043125.2013.11519247.

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39

Low, Sok Hui. "“Is This Okay?” Developing Student Ownership in Artmaking through Feedback." Art Education 68, no. 1 (January 2015): 43–49. http://dx.doi.org/10.1080/00043125.2015.11519305.

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40

Nieberding, William. "Quilting Our County: Fusing Research and Artmaking in the Classroom." Art Education 70, no. 6 (October 23, 2017): 7–13. http://dx.doi.org/10.1080/00043125.2017.1361761.

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41

Bassi, Merfat. "Using a Mindfulness Software Application to Practice Artmaking and Meditation." Art Education 73, no. 2 (February 11, 2020): 49–56. http://dx.doi.org/10.1080/00043125.2019.1695480.

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42

Novitz, David. "WAYS OF ARTMAKING: THE HIGH AND THE POPULAR IN ART." British Journal of Aesthetics 29, no. 3 (1989): 213–29. http://dx.doi.org/10.1093/bjaesthetics/29.3.213.

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43

Collins, Kate. "‘Don't talk with strangers’ engaging student artists in dialogic artmaking." Research in Drama Education: The Journal of Applied Theatre and Performance 20, no. 1 (January 2, 2015): 117–24. http://dx.doi.org/10.1080/13569783.2014.983893.

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44

Girak, Sue, Geoffrey W. Lummis, and Jackie Johnson. "Creative reuse: The impact artmaking has on raising environmental consciousness." International Journal of Education Through Art 15, no. 3 (September 1, 2019): 369–85. http://dx.doi.org/10.1386/eta_00009_1.

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45

Castellanos, Carlos. "Biopoiesis: Electrochemical Media." Leonardo 51, no. 2 (April 2018): 133–37. http://dx.doi.org/10.1162/leon_a_01097.

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The author discusses Biopoiesis, a cybernetic art project that explores the relationships between structure, matter and self-organization. Based on the work of cyberneticist Gordon Pask, the project features the construction of simple computational devices that harness an electrochemical reaction. The design and construction of the system is discussed, as well as its conceptual underpinnings and historical context. The relevance of Pask’s electrochemical works to artmaking is also explored.

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46

Hochman, Arthur, and Kelli J. Esteves. "Art And Exceptionality: Addressing Art Fear And Fear Of Difference In An Introductory Art Course." Canadian Review of Art Education 48, no. 1 (December 11, 2021): 38–52. http://dx.doi.org/10.26443/crae.v48i1.106.

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Abstract: University educators designed and co-taught a course which involved collaborative artmaking and learning with a community-based arts organization that serves individuals with disabilities. Their goal was to help university students examine the potential of art and how it applies to their personal and professional lives. They sought to better understand how to nurture a feeling of artistic agency in undergraduate students who do not define themselves as artists. Educators found that students benefited from an exploration of art fear through an inclusive approach to art creation. Keywords: Art fear; Disability; Collaborative artmaking; Higher education; Experiential learning. Résumé : Des éducatrices et éducateurs universitaires ont conçu et co-enseigné un cours axé sur la création artistique et l’apprentissage coopératif au sein d’un organisme communautaire voué aux arts qui dessert des personnes en situation de handicap. Leur objectif était d’aider les étudiant.e.s universitaires à analyser le potentiel de l’art et son impact sur leur vie personnelle et professionnelle. Ils voulaient savoir comment alimenter une volonté d’action artistique chez des étudiant.e.s de premier cycle qui ne se considèrent pas des artistes. Les éducatrices et les éducateurs ont remarqué qu’aborder la peur de l’art sous une optique de création artistique inclusive était bénéfique. Mots-clés : peur de l’art, handicap, création artistique collaborative, éducation supérieure, apprentissage expérientiel.

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47

Bissett, Meaghan. "Gleaner’s Garment: Walking with the Windfall of Olmsted's Mont-Royal." tba: Journal of Art, Media, and Visual Culture 3, no. 1 (November 30, 2021): 127–37. http://dx.doi.org/10.5206/tba.v3i1.13948.

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Using the methodology of a/r/tography, which engages walking and artmaking as research, this paper explores parc Mont Royal as a multispecies habitat and work of public art. The park was designed by Olmsted during the industrailization of Montreal. For a few hundred years, the forested paths have become a respite from the demands of urban living. Gleaner's Garment is an artistic response to the mountain, an entrypoint into exploring Montreal's colonial past, and ongoing focus on reconciliation.

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48

Wix, Linney, D. Bayles, and T. Orland. "Art and Fear: Observations on the Perils (and Rewards) of Artmaking." Studies in Art Education 39, no. 3 (1998): 281. http://dx.doi.org/10.2307/1320371.

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49

Pitri, Eliza. "Skills and Dispositions for Creative Problem Solving during the Artmaking Process." Art Education 66, no. 2 (March 2013): 41–46. http://dx.doi.org/10.1080/00043125.2013.11519215.

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50

Franco, Mary J., Amber Ward, and Kathleen Unrath. "Artmaking as Meaning-Making: A New Model for Preservice Elementary Generalists." Art Education 68, no. 5 (September 2015): 28–33. http://dx.doi.org/10.1080/00043125.2015.11519336.

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