Journal articles: 'Practice-based arts research'

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McAndrew, Sue. "Method meets art: Arts-based research practice." Counselling and Psychotherapy Research 10, no. 1 (March 2010): 76–77. http://dx.doi.org/10.1080/14733140903226453.

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McKernon, Margaret. "Research and evidence-based practice in arts therapies." British Journal of Therapy and Rehabilitation 3, no. 12 (December 1996): 666. http://dx.doi.org/10.12968/bjtr.1996.3.12.14721.

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Lord, Anne. "Empowering with image: arts based practice." Qualitative Research Journal 15, no. 3 (August 10, 2015): 351–72. http://dx.doi.org/10.1108/qrj-11-2014-0060.

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Purpose – The purpose of this paper is to discuss whether artists create research outcomes in a revolving (or spiraling) process? This can be a catch-22 where their work is responding to and forecasting change, while the artist’s voice is often seen as too qualitative to provide research impact for university societies or to be compared with the quantitative data that scientists use. Design/methodology/approach – Where will research methods, qualitative and quantitative overlap? The author knows that both methods are important for ongoing observations about creative arts practice. The qualitative is part of Holmes’ (2011/2012) query about how “knowledge involved in artistic thinking should […] include the issue of how mental images are given creative form, but this is a process that remains obscure in current art research” (p. 2). Findings – For Holmes, “the knowledge product of art research cannot be considered separate from the researcher’s psychic processes; and the currently obscure relationship between artistic production and subjectivity might lead to one of the unique contributions to be made by art research” (Holmes, 2011/2012, p. 2). Holmes’ suggestion provides a strategic link to the way arts and sciences might overlap. “How do artists and scientists find a way to match issues, ideas and theories?” This may be especially so in relation to the integral use of image to empower a message. Originality/value – This paper offers an original look at how artists empower with image.

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Norris, Joe. "Book Review: Method Meets Art: Arts-based Research Practice." Qualitative Health Research 23, no. 2 (December 20, 2012): 256–63. http://dx.doi.org/10.1177/1049732312468336.

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Caulley, Darrel N. "Book Review: Method Meets Art: Arts-based Research Practice." Evaluation Journal of Australasia 10, no. 2 (January 2010): 58–59. http://dx.doi.org/10.1177/1035719x1001000210.

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Aziz, Tahera. "Shifting the frame: from critical reflective arts practice to practice-based research." Journal of Media Practice 10, no. 1 (January 1, 2009): 69–80. http://dx.doi.org/10.1386/jmpr.10.1.69_1.

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Wang, Qingchun, Sara Coemans, Richard Siegesmund, and Karin Hannes. "Arts-based Methods in Socially Engaged Research Practice: A Classification Framework." Art/Research International: A Transdisciplinary Journal 2, no. 2 (August 23, 2017): 5–39. http://dx.doi.org/10.18432/r26g8.

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Arts-based research has recently gained an increasing popularity within qualitative inquiry. It is applied in various disciplines, including health, psychology, education, and anthropology. Arts-based research uses artistic forms and expressions to explore, understand, represent, and even challenge human experiences. In this paper we aim to create order in the messy field of artistically inspired methods of socially engaged research. We review literature to establish study and distinguished three major categories for classifying arts-based research: research about art, art as research, and art in research. We further identify five main forms of arts-based research: visual art, sound art, literary art, performing art, and new media. Relevant examples of socially engaged research are provided to illustrate how different artistic methods are used within the forms identified. This classification framework provides artists and researchers a general introduction to arts-based research and helps them to better position themselves and their projects in a field in full development.

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Wang, Qingchun, Sara Coemans, Richard Siegesmund, and Karin Hannes. "Arts-based Methods in Socially Engaged Research Practice: A Classification Framework." Art/Research International: A Transdisciplinary Journal 2, no. 2 (August 23, 2017): 5. http://dx.doi.org/10.18432/r26g8p.

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Arts-based research has recently gained an increasing popularity within qualitative inquiry. It is applied in various disciplines, including health, psychology, education, and anthropology. Arts-based research uses artistic forms and expressions to explore, understand, represent, and even challenge human experiences. In this paper we aim to create order in the messy field of artistically inspired methods of socially engaged research. We review literature to establish study and distinguished three major categories for classifying arts-based research: research about art, art as research, and art in research. We further identify five main forms of arts-based research: visual art, sound art, literary art, performing art, and new media. Relevant examples of socially engaged research are provided to illustrate how different artistic methods are used within the forms identified. This classification framework provides artists and researchers a general introduction to arts-based research and helps them to better position themselves and their projects in a field in full development.

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Thomas, Maureen. "Practice-based research." Digital Creativity 15, no. 1 (March 2004): 1. http://dx.doi.org/10.1076/digc.15.1.1.28154.

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Dallow, Peter. "Representing creativeness: practice-based approaches to research in creative arts." Art, Design & Communication in Higher Education 2, no. 1 (March 1, 2003): 49–66. http://dx.doi.org/10.1386/adch.2.1.49/0.

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Clift, Stephen. "Creative arts as a public health resource: moving from practice-based research to evidence-based practice." Perspectives in Public Health 132, no. 3 (May 2012): 120–27. http://dx.doi.org/10.1177/1757913912442269.

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Hughes, Rolf. "The poetics of practice-based research writing." Journal of Architecture 11, no. 3 (June 2006): 283–301. http://dx.doi.org/10.1080/13602360600930906.

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Leggett, Mike. "Interdisciplinary Collaboration and Practice-Based Research." Convergence: The International Journal of Research into New Media Technologies 12, no. 3 (August 2006): 263–69. http://dx.doi.org/10.1177/1354856506067069.

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Biggs, Michael A. R., and Daniela Büchler. "Rigor and Practice-based Research." Design Issues 23, no. 3 (July 2007): 62–69. http://dx.doi.org/10.1162/desi.2007.23.3.62.

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Cazeaux, Clive. "Inherently interdisciplinary: four perspectives on practice-based research." Journal of Visual Art Practice 7, no. 2 (November 2008): 107–32. http://dx.doi.org/10.1386/jvap.7.2.107_1.

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Hughes, Jenny, and Carran Waterfield. "Digging deep: a dialogue on practice-based research." Studies in Theatre and Performance 37, no. 1 (January 2, 2017): 114–35. http://dx.doi.org/10.1080/14682761.2017.1282404.

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Swijghuisen Reigersberg, Muriel. "Problematizing Digital Research Evaluation using DOIs in Practice-Based Arts, Humanities and Social Science Research." F1000Research 4 (July 7, 2015): 193. http://dx.doi.org/10.12688/f1000research.6506.1.

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This paper explores emerging practices in research data management in the arts, humanities and social sciences (AHSS). It will do so vis-à-vis current citation conventions and impact measurement for research in AHSS. Case study findings on research data inventoried at Goldsmiths’, University of London will be presented. Goldsmiths is a UK research-intensive higher education institution which specialises in arts, humanities and social science research. The paper’s aim is to raise awareness of the subject-specific needs of AHSS scholars to help inform the design of future digital tools for impact analysis in AHSS. Firstly, I shall explore the definition of research data and how it is currently understood by AHSS researchers. I will show why many researchers choose not to engage with digital dissemination techniques and ORCID. This discussion must necessarily include the idea that practice-based and applied AHSS research are processes which are not easily captured in numerical ‘sets’ and cannot be labelled electronically without giving careful consideration to what a group or data item ‘represents’ as part of the academic enquiry, and therefore how it should be cited and analysed as part of any impact assessment. Then, the paper will explore: the role of the monograph and arts catalogue in AHSS scholarship; how citation practices and digital impact measurement in AHSS currently operate in relation to authorship and how digital identifiers may hypothetically impact on metrics, intellectual property (IP), copyright and research integrity issues in AHSS. I will also show that, if we are to be truly interdisciplinary, as research funders and strategic thinkers say we should, it is necessary to revise the way we think about digital research dissemination. This will involve breaking down the boundaries between AHSS and other types of research.

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Egerton, Chuck. "Leavy, P. (2015). Method meets art: Arts-based research practice (2nd ed.). New York: Guilford." Canadian Journal of Action Research 18, no. 1 (October 4, 2017): 71–74. http://dx.doi.org/10.33524/cjar.v18i1.322.

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Arts-based research (AbR) is a cross-disciplinary “set of methodological tools” (p. ix) utilizing the principles of the creative arts, that can be applied to all aspects of social research from cultivating data, to analysis. Patricia Leavy’s (2015) Method Meets Art: Arts-based Research Practice (MMA) is an in-depth exploration of AbR practices. Why is arts-based research important to action research practitioners? Perhaps it is the profound and untapped potential artistic practices can offer to further human knowledge, understanding, and problem solving through the inductive arts-based action research approach. Not only for artists, Leavy presents an argument that AbR offers rich new approaches and practices beneficial to all researchers.

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Smeijsters, Henk, Julie Kil, Han Kurstjens, Jaap Welten, and Gemmy Willemars. "Arts therapies for young offenders in secure care—A practice-based research." Arts in Psychotherapy 38, no. 1 (February 2011): 41–51. http://dx.doi.org/10.1016/j.aip.2010.10.005.

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Clover, Darlene E. "Book and Media Reviews: Arts-Based Research in Education: Foundations for Practice." New Horizons in Adult Education and Human Resource Development 23, no. 2 (April 2009): 54–56. http://dx.doi.org/10.1002/nha3.10340.

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Candy, Linda, and Ernest Edmonds. "Practice-Based Research in the Creative Arts: Foundations and Futures from the Front Line." Leonardo 51, no. 1 (February 2018): 63–69. http://dx.doi.org/10.1162/leon_a_01471.

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This article explores the subject of practice-based research, its application in the creative arts and its role in generating new forms of knowledge in the context of the PhD. Our aim is to provide more clarity about the nature of practice-based research, the approach we advocate and how it contributes to new knowledge that can be shared and scrutinized in a form that is both accessible and rich in its representation of the full scope of creative arts research. We draw on examples spanning over 35 years of experience in supervising interdisciplinary PhD research programs in the arts, design and digital media.

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Fonseka, Trehani M., Akin Taiwo, and Bharati Sethi. "Use of Arts-based Research to Uncover Racism." Studies in Social Justice 15, no. 1 (February 7, 2021): 43–58. http://dx.doi.org/10.26522/ssj.v15i1.2234.

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The article provides an overview of arts-based research (ABR) within social work and general healthcare practice in Canada, and how it can be used to uncover racism within vulnerable populations, particularly youth, women, immigrants and refugees, the lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) community, and Indigenous peoples. This is a general review of the literature. A literature search was conducted using the University of Western Ontario’s Summons database, with coverage from January 2000 to February 2019. Data exploring participant experiences, personal identity, voice, and invisible powers were extracted, and analyzed using a critical race lens to examine the intersection of societal and cultural practice with race and power.Results indicate that ABR can support therapeutic recovery from oppression by enhancing self-expression of feelings and thoughts, and affording participants the agency to reclaim and reframe their personal narrative. ABR can further generate a sense of community by creating connections between participants with similar oppressions to overcome disconnection and marginalization. Within a broader community context, ABR permits the sharing of stories and insights with others, which can generate dialogue on important social issues to expose areas of social inequity and oppression alongside potential solutions for transformative social action. This dialogue can also extend to discussions with policy makers on the impact of social inequities to guide recommendations that address system gaps for broader community-level change. The paper concludes that ABR can move beyond merely reflecting on social conditions toward actively addressing them by promoting sustainable social change. The voices expressed through ABR illustrate possible solutions to overcome racism through inclusive social practice, deconstruction of the racial status quo, and movement toward an equitable distribution of power.

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Clarke, Amber, and Darryl Bautista. "CRITICAL REFLECTION AND ARTS-BASED ACTION RESEARCH FOR THE EDUCATOR SELF." Canadian Journal of Action Research 18, no. 1 (October 4, 2017): 52–70. http://dx.doi.org/10.33524/cjar.v18i1.321.

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Research suggests many educators are challenged to incorporate self-reflection into daily routines. Most often, self-reflection is practiced as a cognitive and text-based activity. This first-person action research project explores if alternative methods used for self-reflection achieves a more reflexive practice. In phase one, arts-based approaches, specifically photography and unstructured narrative, were employed as self-reflective tools on the first author’s practice. In phase two, principles of autoethnography were used to reflect on and to share the experiences from phase one. The research concludes with recommendations for building a better reflective process and a stronger reflexive practice for adult educators.

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Beck, Sarah Lindsey. "“Doing It” in the Kitchen: Rhetorical Field Methods, Arts/Practice-Based Research, and Queer Archives." Cultural Studies ↔ Critical Methodologies 21, no. 1 (September 23, 2020): 16–26. http://dx.doi.org/10.1177/1532708620960160.

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Everyday domestic spaces, such as kitchens, are often crucial to the understanding of practices and discourses of queer and other marginalized communities. However, due to the private nature of these spaces, they can be difficult for rhetorical critics and others to access. This article offers arts/practice-based research as an intervention into rhetorical field methods (RFM) as a means of accessing and engaging with private, often inaccessible places, such as kitchens. In addition, arts/practice-based methods can expand the notion of “doing” rhetoric and co-creation with participants, which result in the creation of subject formations and alternative, collaborative, and affective archives. Such building of collective queer archives is essential, I argue, in that it helps to not only document the “stuff” of queer lives but also capture fleeting and affective moments of queer collisions and becomings. In addition, arts/practice-based research methods can aid researchers to generate knowledge and archives related to underrepresented aspects of queer lives. To engage with queer domestic spaces and the intersection of RFM and arts/practice-based research, I reflect on Autostraddle.com’s “Queer in the Kitchen” gallery, my participation in the creation of this text, and the development of my own gallery Queering the Kitchen.

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Brien, Donna Lee. "Creative Practice as Research: A Creative Writing Case Study." Media International Australia 118, no. 1 (February 2006): 53–59. http://dx.doi.org/10.1177/1329878x0611800108.

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This paper utilises a case study approach to examine practice-led research in a specific discipline of the creative arts by examining the range of research strategies utilised during the author's doctoral studies in creative writing. This personal example is then situated within a broader context through suggestions about the contribution such creative arts-based research practice can make to the development and enhancement of creativity more generally, and an exploration of why this is important.

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Radford, Clare Louise. "Creative arts-based research methods in practical theology: constructing new theologies of practice." Practical Theology 13, no. 1-2 (February 23, 2020): 60–74. http://dx.doi.org/10.1080/1756073x.2020.1727626.

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Pearce, Sally. "Knowledge production as process in arts practice as research." Animation Practice, Process & Production 9, no. 1 (August 1, 2020): 21–35. http://dx.doi.org/10.1386/ap3_000015_1.

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In her article ‘Vital methodologies: Live methods, mobile art and research-creation’ (2015), Mimi Sheller posits the question: ‘How can “outcome” capture process?’ I take this quote as my starting point in this article but, losing the ‘how’, I ask the different question: ‘Can outcome capture process?’ This question is important for students taking or contemplating taking a Ph.D. by arts practice and their supervisors and assessors, as the answer might be ‘yes’ for a traditional Ph.D. by thesis, but ‘no’ for practice as research (PaR). I argue that in PaR knowledge production is to be found in the process, rather than in the end result of making, and that knowledge production might therefore be more readily demonstrated in PaR without recourse to explanatory written texts, if Ph.D. assessment considered process equally with or, in some cases, instead of outcome. I also argue that the repetitive, physically arduous and often time-consuming nature of many animation processes amplify the relevance of this question for those involved or interested in animation PaR. In addition to ‘practice as research’ there are many other titles in circulation, such as ‘creative arts research’, ‘performance research’ and ‘research creation’. The differences are not merely nominal but can indicate theoretical differences, for instance, Candy and Edmonds adopt the term ‘practice based’, arguing that the term ‘practice as research’ ‘unhelpfully conflates the two’. I have adopted Robin Nelson’s abbreviation, PaR, for brevity in this document.

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Jones, Chris. "Let's get Physical: Supporting Arts Based Research through Haptic Learning." Art Libraries Journal 43, no. 3 (June 18, 2018): 149–52. http://dx.doi.org/10.1017/alj.2018.20.

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What is a materials collection? Why is it in the library? The aim of this paper is to introduce the idea of a materials collection as a result of explorations in arts based research. This involved theorizing ideas of materiality, haptic engagement with objects and relating them to the creative process within a library environment. The collection is a response to a perceived gap between theory and creative practice expressed within the student cohort. The risk to the library comprises a possible erosion of value in the student experience, in that the service becomes marginalized in contrast to the studio based activities. The nature of the research undertaken by the student cohort at the University for the Creative Arts is considered, and the development of the materials collection is presented as a response to this inquiry. The collection forms the site of haptic learning: the sensual engagement with the world is combined with a phenomenological approach to create a space within which the relationship of theory and practice may be developed.

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Winterbauer, Nancy L., Betty Bekemeier, Lisa VanRaemdonck, and Anna G. Hoover. "Applying Community-Based Participatory Research Partnership Principles to Public Health Practice-Based Research Networks." SAGE Open 6, no. 4 (October 2016): 215824401667921. http://dx.doi.org/10.1177/2158244016679211.

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With real-world relevance and translatability as important goals, applied methodological approaches have arisen along the participatory continuum that value context and empower stakeholders to partner actively with academics throughout the research process. Community-based participatory research (CBPR) provides the gold standard for equitable, partnered research in traditional communities. Practice-based research networks (PBRNs) also have developed, coalescing communities of practice and of academics to identify, study, and answer practice-relevant questions. To optimize PBRN potential for expanding scientific knowledge, while bridging divides across knowledge production, dissemination, and implementation, we elucidate how PBRN partnerships can be strengthened by applying CBPR principles to build and maintain research collaboratives that empower practice partners. Examining the applicability of CBPR partnership principles to public health (PH) PBRNs, we conclude that PH-PBRNs can serve as authentic, sustainable CBPR partnerships, ensuring the co-production of new knowledge, while also improving and expanding the implementation and impact of research findings in real-world settings.

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Lichtman, Loy. "Pamela Anderson, Herrenvolk and Durer: Trajectories, Intersections and Practice-Based Research." Media International Australia 118, no. 1 (February 2006): 68–76. http://dx.doi.org/10.1177/1329878x0611800110.

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My practice-based research in the visual arts is focused on the intersection between three moments: the blonde-haired, blue-eyed, white-skinned, straight-nosed, and symmetrical face as a look of choice evidenced in Western media which can be described as a type of personal eugenics; the antecedents to this look of choice informed by the racist ideology of Herrenvolk; and a trajectory from Herrenvolk to the informing template of Albrecht Durer's Draughtsman Drawing a Reclining Nude as well as the drawings he produced of the body in Theory of Proportions (1528). The paper illustrates how practice-based research can lead a researcher in unexpected ways and towards surprising discoveries.

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Bauer, Russell M. "Evidence-based practice in psychology: Implications for research and research training." Journal of Clinical Psychology 63, no. 7 (2007): 685–94. http://dx.doi.org/10.1002/jclp.20374.

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Sanders-Bustle, Lynn. "Social Practice as Arts-based Methodology: Exploring Participation, Multiplicity, and Collective Action as Elements of Inquiry." Art/Research International: A Transdisciplinary Journal 5, no. 1 (February 28, 2020): 47–70. http://dx.doi.org/10.18432/ari29488.

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Claims that the arts are a kind of research is nothing new, finding relevance for scholars in the social sciences and the arts (Barone & Eisner, 2011; Cahnmann Taylor & Siegesmund, 2018; Leavy, 2019, 2009; Sullivan, 2005). Given that art is continuously being reimagined, it follows that arts-based research takes into account contemporary artistic processes and materials and the theories, aesthetic philosophies and contexts that shape them. In this paper, this author considers socially engaged art in the context of arts-based research and raises the question, what can be learned from social practice as an arts-based methodology? The work of three socially engaged artists are referenced to demonstrate how distinct qualities associated with social practice, such as shared participation, multiplicity, and collective action offer new considerations for arts-based research that aims to bring about social change.

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van. Dienderen, An. "OnLili: Questioning China Girls through Practice-Based Research." Critical Arts 31, no. 2 (March 4, 2017): 72–86. http://dx.doi.org/10.1080/02560046.2017.1357130.

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Johnston, Andrew. "Opportunities for Practice-Based Research in Musical Instrument Design." Leonardo 49, no. 1 (February 2016): 82–83. http://dx.doi.org/10.1162/leon_a_01121.

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This paper considers the relationship between design, practice and research in the area of New Interfaces for Musical Expression (NIME). The author argues that NIME practitioner-researchers should embrace the instability and dynamism inherent in digital musical interactions in order to explore and document the evolving processes of musical expression.

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Johnston, Andrew, and Sam Ferguson. "Practice-Based Research and New Interfaces for Musical Expression." Leonardo 49, no. 1 (February 2016): 71. http://dx.doi.org/10.1162/leon_e_01147.

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Springs, Stacey, and Jay Baruch. "Artists on the Research Team: An Interdisciplinary Approach to Team Science, Research Rigor, and Creative Dialogue." Health Promotion Practice 22, no. 1_suppl (May 2021): 83S—90S. http://dx.doi.org/10.1177/1524839921996301.

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In an arts in public health research team, artists may be undervalued as key research collaborators because of the difficulties in skillful integration of experts who possess not only different bodies of knowledge but also different ways of examining and valuing the world. Under the stewardship of two Rhode Island state agencies, an innovative research-driven enterprise, comprising researchers, clinicians, and community artists, was brought together to integrate arts-based interventions into statewide public health policy and practice. Here, we examine our work with the Rhode Island Arts and Health Advisory Group as a case study to illuminate our experiences in collaborating with artists on public health policy and practice research. Using existing frameworks from the literature, we define the attributes of, and challenges to, successful research collaborations and identify from our work how these apply to interdisciplinary collaborations between artists and public health practitioners. To support others working at the nexus of arts in public health, we include key experiences that were specific to the engagement of artists in research teams.

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Hockey, John. "Art and Design Practice-Based Research Degree Supervision: Some empirical findings." Arts and Humanities in Higher Education 2, no. 2 (June 1, 2003): 173–85. http://dx.doi.org/10.1177/1474022203002002005.

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Sanders, James H. "Performing Arts-Based Education Research: An Epic Drama of Practice, Precursors Problems and Possibilities." Studies in Art Education 48, no. 1 (October 2006): 89–107. http://dx.doi.org/10.1080/00393541.2006.11650501.

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Sweet, Joseph D., Emppu Nurminen, and Mirka Koro-Ljungberg. "Becoming Research With Shadow Work: Combining Artful Inquiry With Research-Creation." Qualitative Inquiry 26, no. 3-4 (July 7, 2019): 388–99. http://dx.doi.org/10.1177/1077800419857764.

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The authors explore different wonderings to illustrate some possible ways in which postqualitative inquiry and scholarship is becoming and shaping the lives of scholars. To do this, we draw from previous work in arts-influenced inquiry and make connections with arts-based research and “research-creation” to explore how researchers can generate possibilities and becoming through the process of creating art in a purposefully relational manner. In these creations, our becomings intersect with shadow-philosophy, each other, and event happenings we conducted with postqualitative researchers. Rather than conceptually discussing various forms of postqualitative inquiry, we attempt to practice it. In this way, we use arts-inspired research to explore intersections between research and creation. These types of relational encounters produce thinking and materials which belong to life, senses, and affect, and could have a (scholarly) life of their own.

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Shigematsu, Tetsuro, Graham W. Lea, Christina Cook, and George Belliveau. "A Spotlight on Research-Based Theatre." LEARNing Landscapes 15, no. 1 (June 23, 2022): 349–65. http://dx.doi.org/10.36510/learnland.v15i1.1081.

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“Tell me about your research.” How does one begin to convey the importance of our life’s work—our research? Enter stage right, Research-based Theatre, an innovative, arts-based methodology that takes research data and brings it to life, by showing, rather than telling. In this article, we tell the story of how Research-based Theatre first came to be, and why it is especially well suited to the contemporary challenge of showcasing diverse and marginalized voices. We also share a short scene that illustrates the methodology in practice. We conclude by offering ways Research-based Theatre can be a meaningful approach for pedagogy and community-engaged initiatives.

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Hay, Marie. "Assessment and Feedback: Aligning Dance Practice with Pedagogic Research." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 92–97. http://dx.doi.org/10.1017/s2049125500000960.

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This paper reports on three years of research conducted through the Centre for Excellence in Performance Arts at De Montfort University. The intention of the paper is to align the assessment of dance practice with pedagogic concerns. The development of an innovative approach to assessment and feedback is discussed with respect of the nature of dance practice, constructive alignment, and validity and reliability. Whilst this research derives from practice-based research, it is also informed by published material on pedagogy and hermeneutics.

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Hockey, John. "Practice–Based Research Degree Students in Art and Design: Identity and Adaptation." International Journal of Art & Design Education 22, no. 1 (February 2003): 82–91. http://dx.doi.org/10.1111/1468-5949.00341.

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Pichaichanarong, Tawipas. "Practice-Based Research in Digital Arts: A Case Study of Wat Phumin, Nan Province, Thailand." International Journal of Creative and Arts Studies 6, no. 2 (July 24, 2020): 157–72. http://dx.doi.org/10.24821/ijcas.v6i2.4159.

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ABSTRACTThai mural paintings have played a significant role in Thai society since The Sukhothai Kingdom period (1238-1438 AD) until the present. Wattana Boonjub (2009) points out that Mural painting was used for teaching the Thai people in the past. Throughout history, temples have become a crucial part of Thai' lives; for example, Wat Phumin in Nan Province. Wat Phumin has exceptional architecture, beautiful visual presentations of Buddhist storytelling on the walls which depict scenes from the Buddhist Jataka tales, and scenes of everyday life in Nan. These unique characteristics have attracted many visitors to this temple over the years. Also, when those interested visit Wat Phumin, they experience this temple as a Museum. Loïc Tallon et al. (2008) suggests that the museum experience provides an appropriate situation for learning history in an unconventional setting. As a result, previous research titled “Visual Research Practices on Thai Lanna Mural Painting: A Case Study of Wat Phumin, Nan Province” was presented at The 4th International Conference for Asia Pacific Arts Studies (ICAPAS 2016). The results indicated that the information concerning the Lanna mural paintings inside the temples was overwhelming. However, no directions are facilitating Thai and foreign visitors in viewing and understanding at the first episode of storytelling on Lanna mural paintings inside Wat Phumin. Therefore, this research is the result of finding a solution to facilitating visitors in viewing Buddhist Jataka tales through digital arts and digital technology (such as responsive web design, QR codes, etc.) with practice-based design research. ABSTRAK Lukisan mural Thailand telah memainkan peran penting dalam masyarakat Thailand sejak periode Kerajaan Sukhothai (1238-1438 M) hingga saat ini. Wattana Boonjub (2009) menunjukkan bahwa lukisan Mural digunakan untuk mengajar orang-orang Thailand di masa lalu. Sepanjang sejarah, kuil telah menjadi bagian penting dari kehidupan Thailand; misalnya, Wat Phumin di Provinsi Nan. Wat Phumin memiliki arsitektur yang luar biasa, presentasi visual yang indah dari cerita Buddha di dinding yang menggambarkan adegan dari kisah Buddha Jataka, dan adegan kehidupan sehari-hari di Nan. Karakteristik unik ini telah menarik banyak pengunjung ke kuil ini selama bertahun-tahun. Juga, ketika mereka yang tertarik mengunjungi Wat Phumin, mereka merasakan candi ini sebagai Museum. Loïc Tallon et al. (2008) menunjukkan bahwa pengalaman museum memberikan situasi yang tepat untuk belajar sejarah dalam lingkungan yang tidak konvensional. Sebagai hasilnya, penelitian sebelumnya yang berjudul “Praktik Penelitian Visual pada Lukisan Mural Lanna Thailand: Studi Kasus Wat Phumin, Provinsi Nan” dipresentasikan pada Konferensi Internasional ke-4 untuk Studi Seni Asia Pasifik (ICAPAS 2016). Hasilnya menunjukkan bahwa informasi mengenai lukisan mural Lanna di dalam kuil sangat banyak. Namun, tidak ada arahan yang memfasilitasi pengunjung Thailand dan wisatawan asing dalam melihat dan memahami episode pertama pada cerita tentang lukisan mural Lanna di dalam Wat Phumin. Oleh karena itu, penelitian ini adalah hasil dari menemukan solusi untuk memfasilitasi pengunjung dalam melihat cerita Buddha Jataka melalui seni digital dan teknologi digital (seperti desain web responsif, kode QR, dll.) dengan penelitian desain berbasis praktik.

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Woolford, Kirk, Alan F. Blackwell, Sally Jane Norman, and Cecile Chevalier. "Crafting a Critical Technical Practice." Leonardo 43, no. 2 (April 2010): 202–3. http://dx.doi.org/10.1162/leon.2010.43.2.202.

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In recent years, the category of “practice-based research” has become an essential component of discourse around public funding and evaluation of the arts in British higher education. When included under the umbrella of public policy concerned with “the creative industries", technology researchers often find themselves collaborating with artists who consider their own participation to be a form of practice-based research. We are conducting a study under the “Creator” Digital Economies project asking whether technologists, themselves, should be considered as engaging in “practice-based” research, whether this occurs in collaborative situations, or even as a component of their own personal research [1].

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Walls, Amber, Kelsey L. Deane, and Peter John O'Connor. "‘Looking for the blue, the yellow, all the colours of the rainbow’: the value of participatory arts for young people in social work practice." Aotearoa New Zealand Social Work 28, no. 4 (December 23, 2016): 67–79. http://dx.doi.org/10.11157/anzswj-vol28iss4id206.

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INTRODUCTION: Emerging from a flourishing field of practice overseas, the growing evidence base on participatory arts engagement demonstrates numerous benefits for young people’s health and wellbeing. In Aotearoa New Zealand, participatory arts engagement is under-valued and under-resourced despite local practice examples suggesting it deserves further attention.METHODS: Focusing on a case example of an Auckland-based creative arts participation project geared to promote positive mental health and wellbeing of marginalised young people, two focus groups were conducted to explore how participants felt arts engagement contributed to their wellbeing. Participatory arts activities were integrated within the focus group process to enable creative expression of their voices.FINDINGS: The youth voices unearthed through this research indicate that an arts based approach can be used as a powerful tool in promoting youth wellbeing and offers significant promise to address local policy priorities.CONCLUSION: We suggest that participatory arts engagement deserves further investment and research to explore further application in social practice in Aotearoa New Zealand.

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Vaughan, Kathleen. "Pieced Together: Collage as an Artist's Method for Interdisciplinary Research." International Journal of Qualitative Methods 4, no. 1 (March 2005): 27–52. http://dx.doi.org/10.1177/160940690500400103.

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As a visual artist undertaking doctoral studies in education, the author required a research method that integrated her studio practice into her research process, giving equal weight to the visual and the linguistic. Her process of finding such a method is outlined in this article, which touches on arts-based research and practice-led research, and her ultimate approach of choice, collage. Collage, a versatile art form that accommodates multiple texts and visuals in a single work, has been proposed as a model for a “borderlands epistemology”: one that values multiple distinctive understandings and that deliberately incorporates nondominant modes of knowing, such as visual arts. As such, collage is particularly suited to a feminist, postmodern, postcolonial inquiry. This article offers a preliminary theorizing of collage as a method and is illustrated with images from the author's research/visual practice.

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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 (February 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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Helmick, Linda. "Expressive portraiture as research: Exploration, ideation and discovery." International Journal of Education Through Art 18, no. 3 (September 1, 2022): 395–410. http://dx.doi.org/10.1386/eta_00108_1.

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Expressive portraiture, as a form of arts-based research, is an emerging methodology that complements traditional approaches to qualitative inquiry. Marrying phenomenological methodology to arts practice, the artist-as-researcher can explore meanings that are often taken for granted. Expressive portraits facilitate the researcher’s reflections on participants’ experiences, allowing the development of complex ideas and feelings. The portraits became my entry point to understanding participants’ lived experience and offered an avenue to explore and deepen our relationships. However, one participant and I unexpectedly diverged in our interpretations, a vulnerable experience for us both. In my quest to deeply understand the experiences of my participants, I found that I had to release my own preconceived notions. The arts-based method of expressive portraiture made visible my interpretation, that altered my conceptions of qualitative research, and who I am as an artist/researcher/teacher.

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van Meer, Pleuntje. "Imaginal knowing in action research." Action Research 20, no. 1 (March 2022): 10–26. http://dx.doi.org/10.1177/14767503211066093.

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This article explores how imaginal knowing can contribute to learning and action research. I relate this to a need for organizations to learn differently for bringing sustainable results that nourish the world. I position imaginal knowing as a reflexive way of being, which informs awareness beyond language and discourse. An arts-based researcher, my paintings are imaginal reflections of lived experience. I found how engaging with the imaginal enables a more profound presence with that experience. This process, which I refer to as growth-in-connection, can generate unexpected insights and learning. For me, artistically expressing imagination became a reflexive practice to deepen understanding and voice. This article consists of a practice-based strand where I share drawings, paintings, and an inquiry into client work. In the other strand, I explore theoretical ideas from Art-Based Method, Critical thinking, Reflexivity and Action Research.

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Kantor, Jiří, Miroslav Chráska, and Libuše Ludíková. "Czech Arts Therapies in Educational Institutions." Education Sciences 9, no. 2 (April 15, 2019): 82. http://dx.doi.org/10.3390/educsci9020082.

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The purpose of this paper was to better understand the current practice of arts therapy in educational institutions in the Czech Republic comparing it to that in health-care institutions and other working environments. The research goal was to analyze the prevalence of the different fields of arts therapy, the main difficulties of clients, the therapeutic forms, the ways of interdisciplinary cooperation, and the groups of therapists (according to their age and duration of practice). The data collected from the first national survey using “The Practice of Arts Therapies” questionnaire were analyzed with descriptive and inductive statistics (Chi-square test). The 142 respondents who participated in the study were contacted mainly through professional associations. The significant characteristics of arts therapies in educational environments are linked to the diffusion of the respective arts therapy fields (music therapy being the most prevalent), the main difficulties of pupils (learning difficulties/multiple disabilities or no obvious problems), and to the length of practice of the respondents. The results can be used for the creation of a research-based map of Czech arts therapies in educational institutions and for further development of this area.

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Journal articles on the topic 'Practice-based arts research'

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