Using Art as Research in Learning and Teaching explores various multidisciplinary visual and performing art forms, including creative writing, as ways to provide a rich contribution and understanding to research, learning, and teaching. Key figures in the field share their art-based research, arts practice, and philosophy, bringing the arts to life within their taught and learned contexts across a variety of art forms and levels of post-compulsory education. Featuring a foreword by internationally-renowned proponent of art-based research Professor Shaun McNiff, this book will be informative and useful to arts researchers and educators, addressing key challenges and possibilities in a rapidly changing higher education environment.
Foreword by:
Shaun McNiff (Lesley University USA)
Edited by:
Ross W. Prior
Imprint: Intellect Books
Country of Publication: United Kingdom
Dimensions:
Height: 230mm,
Width: 170mm,
Spine: 15mm
Weight: 445g
ISBN: 9781783208920
ISBN 10: 1783208929
Pages: 225
Publication Date: 15 December 2018
Audience:
General/trade
,
ELT Advanced
Format: Paperback
Publisher's Status: Active
Foreword Shaun McNiff Preface Ross W. Prior Chapter 1: Introduction: Artist–Educator–Researcher Ross W. Prior Part 1: Aesthetic Education and Ways of Knowing in Art Chapter 2: Art as a Procedure of Truth Malcolm Ross Chapter 3: ‘Not Sure’: The Didactics of Elusive Knowledge Peter Sinapius Chapter 4: Art as the Topic, Process and Outcome of Research within Higher Education Ross W. Prior Chapter 5: A Different Way of Knowing: Assessment and Feedback in Art-Based Research Mitchell Kossak Part 2: Developing Our Practice in Postgraduate Education Chapter 6: Doing Art-Based Research: An Advising Scenario Shaun McNiff Chapter 7: Research–Practice–Pedagogy: Establishing New Topologies of Doctoral Research in the Arts Jacqueline Taylor Chapter 8: The ‘Epistemic Object’ in the Creative Process of Doctoral Inquiry Carole Gray, Julian Malins and Maxine Bristow Using Art as Research in Learning and Teaching Chapter 9: Finding My Visual Research Voice: Art as the Tool for Research Megan Lawton Part 3: Involving Students and Others in Art as Research Chapter 10: Making and Material Affect: From Learning and Teaching to Sharing and Listening Mah Rana and Fiona Hackney Chapter 11: Using Art to Cultivate ‘Medical Humanities Care’ in Chinese Medical Education Daniel Vuillermin Chapter 12: Entanglement in Shakespeare’s Text: Using Interpretive Mnemonics with Acting Students with Dyslexia Petronilla Whitfield Chapter 13: Dancing as a Wolf: Art-Based Understanding of Autistic Spectrum Condition Kevin Burrows Part 4: Current and Future Issues in Arts Learning and Teaching Chapter 14: Making Art and Teaching Art: Harnessing the Tension Libby Byrne and Patricia Fenner Chapter 15: Future Approaches in Using Artistic Research from Human Experience Petar Jandric ́ and Sarah Hayes Notes on Contributors
Ross W. Prior is best known for his book Teaching Actors: Knowledge Transfer in Actor Training (Intellect and University of Chicago Press) and his work in applied arts and health as Founding Principal Editor of the Journal of Applied Arts & Health, established in 2009. In 2015, he was appointed inaugural Professor of Learning and Teaching in the Arts in Higher Education at the University of Wolverhampton, United Kingdom. Professor Shaun McNiff has a significant international following. He is author of Imagination in Action; Art as Research; Trust the Process; Art as Medicine; Art Heals; Depth Psychology of Art; and numerous other books. His works have been translated into many languages and he has lectured and taught throughout the world. In 1998 he wrote Art-Based Research, documenting his work with artistic knowing beginning in the early 1970s, and the book helped spur fast growth of the discipline. The recipient of numerous prestigious honours and awards, he was appointed as the first University Professor at Lesley University, USA, in 2002.
Reviews for Using Art as Research in Learning and Teaching: Multidisciplinary Approaches Across the Arts
This book is a valuable resource for those engaged in ABR [art-based research], as it provides philosophical and theoretical conceptions to ground aspects of inquiry. . . . This is an important contribution that may help to foster the development of more rigorous and meaningful ABR in the future. The chapters that expand upon the ways ABR might inform learning and healing are essential contributions as they spark the imagination as to what might be possible if we were to embed arts inquiry in what McNiff (2018) mentioned were the 'mundane places accessible to all' (xiv). Finally, the book provides suggestions as to how art-based researchers might better sustain their work and offers insights into where the discipline might evolve. --Tawnya D. Smith Postdigital Science and Education
