TOWARDS A FUTURE PARADIGM
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Ross W. Prior
Abstract
The use of art as research has greatly matured, and, despite the current preoccupation with measurement in the education sector, artistic research has continued to gain acceptance as a legitimate methodology for artists. Yet art-based research is still not completely and universally embedded within higher education learning and teaching approaches. The field’s continued lack of confidence in using art as a vehicle of research is one reason. There is a need to stop relying upon other disciplines to justify the power of art. If we acknowledge that words cannot always reveal the uniquely felt qualities of art, then we cannot persist in using words as exclusive modes of research. Personal, embodied ways of knowing are of interest to researchers and value the importance of knowledge that is incrementally gained through the acts of doing and being. However, art is empirical-art and art processes are observable and can be entwined throughout the art-making process as a methodology of inquiry. Proposed here, as a future paradigm, is the threefold primacy of art in research, learning and teaching-positioning art as the topic, process and outcome of research. Significantly art as research recognizes art objects as full participants and uses art as its evidence.
Abstract
The use of art as research has greatly matured, and, despite the current preoccupation with measurement in the education sector, artistic research has continued to gain acceptance as a legitimate methodology for artists. Yet art-based research is still not completely and universally embedded within higher education learning and teaching approaches. The field’s continued lack of confidence in using art as a vehicle of research is one reason. There is a need to stop relying upon other disciplines to justify the power of art. If we acknowledge that words cannot always reveal the uniquely felt qualities of art, then we cannot persist in using words as exclusive modes of research. Personal, embodied ways of knowing are of interest to researchers and value the importance of knowledge that is incrementally gained through the acts of doing and being. However, art is empirical-art and art processes are observable and can be entwined throughout the art-making process as a methodology of inquiry. Proposed here, as a future paradigm, is the threefold primacy of art in research, learning and teaching-positioning art as the topic, process and outcome of research. Significantly art as research recognizes art objects as full participants and uses art as its evidence.
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
