Bibliografie tematiche / Arts-informed inquiry

Letteratura scientifica selezionata sul tema "Arts-informed inquiry"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 20 febbraio 2023

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Articoli di riviste sul tema "Arts-informed inquiry"

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Morey, Rickie-Lee, Josephine Le Clerc, Marina Minns, Deirdrie Gregory e Susanne Glynn. "Visualizing Academic Librarians: An Arts-informed Inquiry". Journal of Academic Librarianship 44, n. 6 (novembre 2018): 833–44. http://dx.doi.org/10.1016/j.acalib.2018.09.012.

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Stanley, Denise. "Using Arts-Informed Inquiry as a Research Approach". International Journal of the Arts in Society: Annual Review 4, n. 2 (2009): 21–30. http://dx.doi.org/10.18848/1833-1866/cgp/v04i02/35580.

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Yılmazlı Trout, İnci, Shaniek Tose, Caitlin Caswell e M. Candace Christensen. "Integrating Arts in a Collaborative Research Process: An Arts-Informed Inquiry". LEARNing Landscapes 15, n. 1 (23 giugno 2022): 367–83. http://dx.doi.org/10.36510/learnland.v15i1.1085.

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Abstract (sommario):
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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Ewing, Robyn, e John Hughes. "Arts-Informed Inquiry in Teacher Education: Contesting the Myths". European Educational Research Journal 7, n. 4 (1 gennaio 2008): 512–22. http://dx.doi.org/10.2304/eerj.2008.7.4.512.

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Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. As with other innovative approaches and methodologies, there have been lively debates about its rigour, authenticity and appropriateness. This article suggests principles for its use in exploring relevant questions in teacher education research and examines some of the issues that have been used to challenge its integrity. Several recent teacher education research projects undertaken by staff and research higher degree graduates at the University of Sydney are discussed initially as exemplars and to provide a context for the discussion. The authors demonstrate how research using arts-informed inquiry contributes perspectives and understandings that are distinctive from other methodologies and so can offer new understandings about some of the liminal issues in teacher education.
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Dossa, Shama. "Arts-Informed Inquiry: Possibilities and Potential for Decolonising Methodology". Kohl: A Journal for Body and Gender Research 5, Spring (1 aprile 2019): 45–56. http://dx.doi.org/10.36583/kohl//5-1-6.

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This paper explores the potential and contextual difficulties of experimenting with arts-informed research as a methodology through a decolonizing transnational feminist lens in the context of Pakistan. The approach was applied as part of a study with community development workers to explore the theory and practice or praxis of empowerment in development discourse. Although challenging, I believe that the approach has the potential to make research more relevant, accessible, and community-centered, honouring diverse ways of knowing. It can facilitate critical collaborative meaning-making in every day contexts, which is important for community development, women’s movements, and feminist theorizing.
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Schwind, Jasna, Margareth Zanchetta, Kateryna Aksenchuk e Franklin Gorospe. "Nursing students’ international placement experience: an arts-informed Narrative Inquiry". Reflective Practice 14, n. 6 (dicembre 2013): 705–16. http://dx.doi.org/10.1080/14623943.2013.810619.

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Caulley, Darrel. "Book Review: Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives". Evaluation Journal of Australasia 12, n. 1 (marzo 2012): 53–55. http://dx.doi.org/10.1177/1035719x1201200113.

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Schwind, Jasna Krmpotić, e Gail M. Lindsay. "Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning". LEARNing Landscapes 9, n. 2 (1 aprile 2016): 473–87. http://dx.doi.org/10.36510/learnland.v9i2.788.

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Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the greatest potential for making connections with those in our care.
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Lewis, Lerona Dana, Asia Wright-Harvey e Tobias Moisey. "Creating Spaces for Arts-Informed Responses in Teacher Education Programs". LEARNing Landscapes 9, n. 2 (1 aprile 2016): 367–79. http://dx.doi.org/10.36510/learnland.v9i2.781.

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We address the bene ts and challenges of using an arts-informed response in an undergraduate teacher education course from the perspective of a teacher and two students. Feminist pedagogies provide the theoretical lens through which our experiences are analyzed. From the teacher’s perspective, this arts-informed approach modeled to pre-service teachers how they could use arts-informed inquiry in their future classrooms, to engage in conscious raising about inequality, while meeting di erent learning styles in their classrooms. From the students’ perspective, it was surprising to be invited to do an arts-informed reading response. Acceptance depended on the perception of risk. Our conclusion is that more space should be created for arts-informed approaches in undergraduate teacher education programs.
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Caine, Vera, Susan Sommerfeldt, Charlotte Berendonk e Roslyn M. Compton. "Encouraging a Curiosity of Learning: Reflecting on Arts-Informed Spaces Within the Classroom". LEARNing Landscapes 9, n. 2 (1 aprile 2016): 127–41. http://dx.doi.org/10.36510/learnland.v9i2.767.

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It is through imagination that we create arts-informed inquiry spaces of learning. Our teaching practices and research include being awake to would-be artistry by encouraging a curiosity of learning. In these spaces we have learned to be open to surprise, play, and possibilities. As we make arts-informed methods integral to teaching and learning, we purposefully engage; in our classroom is where experiences call forth inquiry. In this paper we make visible four common threads. These threads include: considering the ontological and epistemological underpinnings of our practices; the signi cance of relationships; playfulness, imagination, and world travelling; and reconsidering our teaching and research practices.
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Tesi sul tema "Arts-informed inquiry"

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Bhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.

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Thesis advisor: M. Brinton Lykes
Every day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Szabo, Joanna. "Restor(y)ing relational identities through (per)formative reflections on nursing education : a textual exhibitionist's tale of living inquiry". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/4911.

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At the outset, I dis-claim any knowledge or understanding what-so-ever, which is a peculiar stance to take for a nurse educator immersed in the language of “expertise,” “best practices,” and “champion” healthcare offerings. I do not dis-claim knowledge to absolve my professional accountability, nor do I absolve myself of being responsible for my text, rather I apprehend this journey of sentience and incarnation as an infant experiencing and learning the world in which it finds itself. It is only through a naïve, furtive play that I am able to proceed, through the difficulties and paradoxical tensions of constructed identities, without complete paralysis. As I play and ponder my way through multiple methodologies, a representational form emerges between repetitious moments of contemplation, remembering lived experiences, and reflecting on philosophical discourses. The difficulty or tension lies in the provocation of identities, as nurse, educator, and mother, among many other stances and formulations. Each identified discourse compels me to challenge the gaps in my knowledge in new ways. As I explore, I unravel the forms of text that are various incarnations of narrative reflection. The choices I make are about inquiring through concept, form and identification, which I both uniquely challenge as an individual and hold in common by being socially and historically situated. Each transition, contemplation and provocation is hopeful and volatile. I am always attuned to how it is that I live the spaces between each, unknowing my “self” as my otherness, letting go the ideal/real and becoming the (/) through a relational pedagogy.
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Miller, Taylor Kathryn. "I Am The Space Where I Am| An Arts-Informed Autoethnographic Inquiry On Place-Conscious Education In The Community". Thesis, The University of Arizona, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123866.

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This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how place-conscious education in a community setting can encourage students’ relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from wayfinding and psychogeographic methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning program in Israel and Palestine. My digital photographs and excerpts of stream-of-consciousness style poetry serve as the data set to illuminate the rich sensory encounters and art making processes indicative of experiential learning.

This context-driven artwork encourages questions and dialogue about sociopolitical conflict and wars, migration and occupation. It is concerned with physical as well as psychological borders, checkpoints and boundaries. I utilized poetic and photographic inquiry as well as cognitive mapping to explore how concepts of travel are intricately linked to practices of self-reflexivity, community building and alternative curricula development outside of the formal classroom setting. This qualitative data is not a strictly defined set of interviews or statistics. Instead, vignettes of a more totalizing experience can be extracted, analyzed, dissected and/or rearranged. It is an exploration of identity, agency and untraditional ways of knowing the self/Other. I underscore how new pathways and possibilities for teaching emerge from a greater acceptance and validation of experiential knowledge and an attuned consciousness to place.

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Miller, Taylor Kathryn, e Taylor Kathryn Miller. "I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community". Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/620718.

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This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how place-conscious education in a community setting can encourage students' relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from wayfinding and psychogeographic methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning program in Israel and Palestine. My digital photographs and excerpts of stream-of-consciousness style poetry serve as the data set to illuminate the rich sensory encounters and art making processes indicative of experiential learning. This context-driven artwork encourages questions and dialogue about sociopolitical conflict and wars, migration and occupation. It is concerned with physical as well as psychological borders, checkpoints and boundaries. I utilized poetic and photographic inquiry as well as cognitive mapping to explore how concepts of travel are intricately linked to practices of self-reflexivity, community building and alternative curricula development outside of the formal classroom setting. This qualitative data is not a strictly defined set of interviews or statistics. Instead, vignettes of a more totalizing experience can be extracted, analyzed, dissected and/or rearranged. It is an exploration of identity, agency and untraditional ways of knowing the self/Other. I underscore how new pathways and possibilities for teaching emerge from a greater acceptance and validation of experiential knowledge and an attuned consciousness to place.
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Stanley, Denise Y. "Teaching Is My Art Now". Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknowledged. The researcher became the bricoleur who collaged the individual stories of the first year artist-teachers into an integrated work of art. This constructivist approach included the use of visual imagery to transcend linguistic description. Through artworks, photographs, a self-narrative and novelette, the multiple ways these early career Visual Arts teachers came to understand themselves and their journeys are explored. This study has the potential to inform novice teachers of the transitions they may experience as they enter the teaching profession. Possible challenges, including the recognition that idealised beliefs might be traded in for more realistic representations, are discussed along with the notions of teaching as an art and the concept of resilience.
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Stanley, Denise Y. "Teaching Is My Art Now". University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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Doctor of Philosophy
This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknowledged. The researcher became the bricoleur who collaged the individual stories of the first year artist-teachers into an integrated work of art. This constructivist approach included the use of visual imagery to transcend linguistic description. Through artworks, photographs, a self-narrative and novelette, the multiple ways these early career Visual Arts teachers came to understand themselves and their journeys are explored. This study has the potential to inform novice teachers of the transitions they may experience as they enter the teaching profession. Possible challenges, including the recognition that idealised beliefs might be traded in for more realistic representations, are discussed along with the notions of teaching as an art and the concept of resilience.
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Searle, Michelle. "Understanding the Potential for Arts-Informed Inquiry in Program Evaluation". Thesis, 2013. http://hdl.handle.net/1974/8097.

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Program evaluation is a form of systematic inquiry designed to meet the needs of those who are working on or who are responsible for a program. One challenge faced by the field of evaluation is responding to the increasing complexity of social programing and diverse informational needs. Methodological innovation is a trait of the field of program evaluation that provides opportunity for responding to challenge faced by the field. Evaluation orientations that rely on qualitative methodologies, which seek to describe, to understand or to interpret complex phenomena are potential sites for arts-informed inquiry. Arts-informed inquiry draws from creative strategies in the arts, where art is produced for the sake of inquiry. Accordingly, through this research I adopt dual roles of evaluator and researcher, to gather empirical evidence about the power of integrating arts-informed inquiry into frameworks for evaluation. In this research, I document how arts-informed inquiry draws from artistic processes to broaden perceptions, make meaningful contributions, and expand evaluator skills. Specifically, the potential for arts-informed inquiry in evaluation is investigated by conducting an evaluation of one program, in one school district. Analysis of this two-phase process occurred by applying a heuristic of three groupings of key concepts within the field of evaluation: methods, values and use. In doing so, I provide a detailed description of the potential for arts-informed inquiry within one program evaluation. This study provides a transparent account of the inquiry process to document the implications for undertaking arts-informed inquiry in program evaluation. In addition, there are theoretical implications for the field of evaluation when they consider the process and representations shaped by inclusion of arts-informed inquiry.
Thesis (Ph.D, Education) -- Queen's University, 2013-06-28 21:49:48.1
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Compton, Vanessa. "Understanding the labyrinth as transformative site, symbol, and technology : an arts-informed inquiry /". 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510526&T=F.

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Bailey, Erika J. M. "Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity". Thesis, 2010. http://hdl.handle.net/1807/32913.

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I explore how recreational canoeists develop sense of place developed and ecological identity through experience. The intersection between artefact and narrative is the entry-point of exploration of understandings of how recreational canoeists learn through experiences. There are three structural elements. A factional narrative arc of a canoe trip frames the work. Fragments of collective narratives: weave into this story and add richness and depth of experience. Participants’ interwoven narratives form the second element of this work. Finally, footnotes underpin this text to explain and support the research. They emerge to reflect the complexity of telling, and understanding, experience. This is a story of stories. This is a story of a trip that never happened. It holds real participants’ narratives based in lived experiences that shape this story. Narratives emerge between artefact and experience, between experience and ecological identity, between ecological identity and place, and between place and story.
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McGee, Amy Elizabeth Campbell. "Artwork/Streetlives, Street-involved Youth in Thunder Bay: A Community-based, Arts-informed Inquiry". Thesis, 2010. http://hdl.handle.net/1807/24826.

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Artwork / Streetlives is a community-based, arts-informed, research project which addresses harm reduction amongst street youth in Thunder Bay, Ontario. Nine street-involved participant researchers (supported by a team of researchers and community organizations) used art making and storytelling as ways of understanding the risks specific to street-involved youth in Thunder Bay. Due to the heterogeneous nature of the participant researcher group and a majority of Aboriginal research participants, a novel approach was used to create principles of research collaboration, in pursuit of the principles of ownership, control, access and possession for ethical research with Aboriginal peoples. The participant researchers found that their most common experience was their vulnerability to governmental social services and law enforcement personnel and policies. They further agreed that the risk of losing their children to child protection services is a source of increased vulnerability and a barrier to accessing treatment. They all agreed that the process of art making was fruitful and were surprised by the clarity and evocative nature of their artwork, finding that meeting weekly to do art is gratifying and therapeutic. They were interested to discover that the art they created, just by telling their stories, contained strong prevention messages they would have been influenced by as younger people. As such the participants want to continue making art, and showing their work, particularly to young people, social service providers, and law enforcement officers, who they think are in the best position to learn from it. This project is building capacity in the community (by teaching artmaking, group work, organizing, critical thinking, and presentation skills), is contributing to scholarship, and significantly and positively impacting the lives of the participant researchers. This work is represented in traditional academic prose and as collaborative fiction.
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Libri sul tema "Arts-informed inquiry"

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Provoked by Art: Theorizing Arts-Informed Research (Arts-Informed Inquiry). Backalong Books, 2004.

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Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications, Limited, 2010.

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Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications Ltd, 2010.

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Butler-Kisber, Lynn. Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications, Incorporated, 2010.

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Compton, Vanessa. Understanding the labyrinth as transformative site, symbol, and technology: An arts-informed inquiry. 2007.

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Capitoli di libri sul tema "Arts-informed inquiry"

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Gulla, Amanda Nicole, e Molly Hamilton Sherman. "Introduction and Looking Both Ways: How (and Why) a High School English Teacher and an English Education Professor Formed a Partnership That Informed Their Practices". In Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators, 1–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57137-5_1.

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Drolet, Julie, Nasreen Lalani e Caroline McDonald-Harker. "Using creative art research approaches to assess arts-based interventions with children in post-disaster contexts". In Social Work Research Using Arts-Based Methods, 117–26. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447357889.003.0011.

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Creative art research approaches are gaining in popularity in recent years and are increasingly being used in social work, health, and other disciplines (Vanover et al., 2018). Arts-informed approaches can serve as expressive therapies, and have been successfully applied in psychotherapy, counselling, and rehabilitation for decades (Malchiodi, 2005). Creative art research approaches expand the domain of qualitative inquiry and enable social science researchers to incorporate and utilise arts-based methodologies to better understand human behaviour, perspectives, and experiences (Leavy, 2017). Arts-based scholarly research is located in the creation of art, based on extensive artistic training, while arts-informed research is used to express the experiences, perspectives, and emotions of research participants (Shannon-Baker, 2015). Arts-informed research mainly focuses on the advancement of knowledge rather than merely the production or creation of artwork or art craft for this purpose. It facilitates the possibility of establishing deeper and genuine human connections by capturing different perspectives and expressions due to its expressive qualities (Leavy, 2017). Art and creative methods in social work research are consistent with the philosophy, mission, and values of the profession (Peek et al., 2016). Shannon (2013) discusses several key components of social work research that includes active community participation, understanding of the local contexts, mutual dialogue and understanding, and facilitating social change leading to empowerment, equality, and social justice. The profession of social work strongly values and respects the inherent worth and dignity of all people (IFSW & IASSW, 2004), and arts-informed creative research approaches provide an ethical platform to inquire about the lived experiences of individuals and communities (Jarldon, 2016). Arts-informed approaches allow social workers to learn how service users develop their inner strength by recognising ‘the inherent worth and dignity’ of an individual person (Foster, 2012).
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Smilan, Cathy. "The Art of Climate Change". In Advances in Media, Entertainment, and the Arts, 100–117. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1665-1.ch006.

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A multi-faceted assignment in a course, Feminist Perspectives of Craft, guided students to investigate the thesis that global warming and climate change are feminist concerns using research, debate, studio inquiry and critique. After team debates, students created individual art pieces; the criteria were that the piece must articulate some aspect of the implications of climate change, human interaction with and responsibility for the environment, and include one or more aspects of the textile techniques that we were exploring in class. Living in a New England coastal community built upon fiber craft, textile and seafaring industry, these elements guided visual art exploration and lesson planning questioning how human interaction with the environment sustains the economy and how societies, in turn, must sustain our earth that provides for the community. Critiques of process and final artwork informed lesson planning about how decisions have far reaching impact extending to the global community.
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Atti di convegni sul tema "Arts-informed inquiry"

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Cooper, Amanda. "Moving Knowledge Into Action With Co-Production and Arts-Informed Inquiry". In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888011.

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