EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH
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Pamela Bartar
Abstract
The idea of collaborative knowledge production has entered the discourse of different disciplinary fields. Still, there is some confusion as to how to assess phenomena and projects based on a multifaceted understanding of research; such confusion indicates too a methodological conflict between academic and other approaches. This article takes advantage of a concept of art education that incorporates knowledge production as a relevant pillar of artistic production, including methodologies, methods and tools of community-based research and socially engaged artistic research. First, we clarify the links among different state-of-the-art concepts of socially engaged art-based research, community research and citizen science, and then offer insights into a case study of a socially engaged art-based project. Within this context, we focus on the potentials of socially engaged arts-based research in art education and citizen science. Second, we ask how criteria regarding community- and arts-based research might function. Third, and finally, we also aim to clarify the links between socially engaged arts-based research, community-based research, qualitative inquiry and art education. Beyond these, the article also questions appropriate forms of assessment.
Abstract
The idea of collaborative knowledge production has entered the discourse of different disciplinary fields. Still, there is some confusion as to how to assess phenomena and projects based on a multifaceted understanding of research; such confusion indicates too a methodological conflict between academic and other approaches. This article takes advantage of a concept of art education that incorporates knowledge production as a relevant pillar of artistic production, including methodologies, methods and tools of community-based research and socially engaged artistic research. First, we clarify the links among different state-of-the-art concepts of socially engaged art-based research, community research and citizen science, and then offer insights into a case study of a socially engaged art-based project. Within this context, we focus on the potentials of socially engaged arts-based research in art education and citizen science. Second, we ask how criteria regarding community- and arts-based research might function. Third, and finally, we also aim to clarify the links between socially engaged arts-based research, community-based research, qualitative inquiry and art education. Beyond these, the article also questions appropriate forms of assessment.
Chapters in this book
- Frontmatter 1
- Table of Contents 5
- PREFACE 9
- FOREWORD 11
- INTRODUCTION 17
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#1 ROLE MODELS
- ARTISTIC RESEARCH AS PRAXIS AND PEDAGOGY 29
- LIKE DRIVING AT NIGHT: A PROCESS-BASED, LEARNER-CENTERED APPROACH TO TEACHING ARTISTIC RESEARCH ACROSS DISCIPLINES 43
- LUDIC GAMES: PLAYFUL FORMS OF INSIGHT 55
- NONVERBAL WORDS: INVESTIGATING ARTISTIC METHODS AND CODES 67
- WORKING IN_BETWEEN. APPROACHING THE UNKNOWN 73
- WRITING AS ARTISTIC RESEARCH 85
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#2 HYBRIDITY IN MAKING: RETHINKING THE CURRICULUM
- AFTER ARTISTIC RESEARCH 99
- LEARNING FROM SOCIALLY-ENGAGED ARTISTIC RESEARCH PRACTICE 117
- IDENTIFYING AS ARTISTS, RESEARCHERS AND TEACHERS: AN ARTISTIC RESEARCH PROJECT FOCUSING ON ART EDUCATIONAL IDENTITIES 127
- ON THE INTERPLAY BETWEEN ARTISTIC RESEARCH AND EDUCATION IN THE ARTS: AN EXPERIMENT IN REFLEXIVE SENSITIZATION 135
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#3 HYBRID PEDAGOGIES: TEACHING FOR INTERDISCIPLINARITY
- COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING 145
- EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH 157
- THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH 167
- DIGITAL MUSICAL INSTRUMENTS, MAKING AND LEARNING 179
- THE ART OF MEDICINE: A NEW MEDICAL HUMANITIES GATEWAY COURSE 187
- WHITE MYTHOLOGIES AND EPISTEMIC REFUSALS: TEACHING ARTISTIC RESEARCH THROUGH INSTITUTIONAL CONFLICT 195
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AFTERWORD
- TOWARDS A FUTURE PARADIGM 211
- CURRICULUM VITAE 220
Chapters in this book
- Frontmatter 1
- Table of Contents 5
- PREFACE 9
- FOREWORD 11
- INTRODUCTION 17
-
#1 ROLE MODELS
- ARTISTIC RESEARCH AS PRAXIS AND PEDAGOGY 29
- LIKE DRIVING AT NIGHT: A PROCESS-BASED, LEARNER-CENTERED APPROACH TO TEACHING ARTISTIC RESEARCH ACROSS DISCIPLINES 43
- LUDIC GAMES: PLAYFUL FORMS OF INSIGHT 55
- NONVERBAL WORDS: INVESTIGATING ARTISTIC METHODS AND CODES 67
- WORKING IN_BETWEEN. APPROACHING THE UNKNOWN 73
- WRITING AS ARTISTIC RESEARCH 85
-
#2 HYBRIDITY IN MAKING: RETHINKING THE CURRICULUM
- AFTER ARTISTIC RESEARCH 99
- LEARNING FROM SOCIALLY-ENGAGED ARTISTIC RESEARCH PRACTICE 117
- IDENTIFYING AS ARTISTS, RESEARCHERS AND TEACHERS: AN ARTISTIC RESEARCH PROJECT FOCUSING ON ART EDUCATIONAL IDENTITIES 127
- ON THE INTERPLAY BETWEEN ARTISTIC RESEARCH AND EDUCATION IN THE ARTS: AN EXPERIMENT IN REFLEXIVE SENSITIZATION 135
-
#3 HYBRID PEDAGOGIES: TEACHING FOR INTERDISCIPLINARITY
- COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING 145
- EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH 157
- THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH 167
- DIGITAL MUSICAL INSTRUMENTS, MAKING AND LEARNING 179
- THE ART OF MEDICINE: A NEW MEDICAL HUMANITIES GATEWAY COURSE 187
- WHITE MYTHOLOGIES AND EPISTEMIC REFUSALS: TEACHING ARTISTIC RESEARCH THROUGH INSTITUTIONAL CONFLICT 195
-
AFTERWORD
- TOWARDS A FUTURE PARADIGM 211
- CURRICULUM VITAE 220
