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Arts-based Research Presentation
Transcript of Arts-based Research Presentation
Methodology Overview of
Characteristics The Five Contexts for
Qualitative Research Theoretical
Questions Arts-Based Research (ABR) practices emerged out of the affinity between research practice and artistic practice, both of which can be viewed as crafts. Drawing on the capabilities of the creative arts, ABR practices offer qualitative researchers alternatives to traditional research methods and methodologies. ABR practices are a set of methodological tools used by qualitative researchers across the disciplines during all phases of social research, including data collection, analysis, interpretation, and representation. These emerging tools adapt the tenets of the creative arts in order to address social research questions in holistic and engaged ways in which theory and practice are intertwined. Arts-based methods draw on literary writing, music, performance, dance, visual art, film, and other mediums. Representational forms include, but are not limited to short narratives, novels, experimental writing forms, poems, collages, paintings, drawings, performance scripts, theatre performances, dances, documentaries, and songs. This genre of methods also comprises new theoretical and epistemological groundings that are expanding the qualitative paradigm (Leavy, 2009). • The sources of learning when working in the arts are multiple; among all the fields of study in our schools, the arts are at the forefront in the celebration of diversity, individuality and surprise (Eisner, 2001).
• ABR provides researchers across the disciplines new ways to diversify the audiences for their research
• Art is known for being emotionally and politically evocative, captivating, aesthetically powerful, and moving, thus offering new means to discover educational goodness • Struggles over standards: validity, assessment, trustworthiness and the renegotiation of scientific criteria
• Arts-based research offers the layered versus the linear, the cacophonous versus the discursive, and the ambiguous versus the aphoristic; the metaphoric novelty vs. literal utility (Cahnmann-Taylor & Siegesmund, 2009).
• Some of the results using the research practices reviewed in this book cannot be properly captured in written text. For example, dance and creative movement cannot simply be transcribed textually (Leavy, 2001). The
Context The Historical
Context The Political
Context •Political context is best described in relation to the other contexts. For instance, “Any political event not only has the capacity to be an (auto)biographical event but also tends to be historical. Such is the nature of political endeavour” (Cooper & White, 2012).
•For arts-based research as a method of qualitative inquiry, it is important for the researcher to take into consideration the political context from where the researcher conducts, interprets and understands the research and the subject. The Philosophical
Context The Postmodern
Context What is arts-based research in education? •Autobiographical context points to the importance of the understanding of the individual (Cooper and White, 2012, p. 22).
•Poetry is often an exploration of one’s own lived experiences. It has the power to take the audience/reader into the moment or experience being described. Thereby, allowing the audience to compare and contrast their own lived experiences with the experiences being illustrated. In the article, “The Craft, Practice, and Possibility of Poetry in Educational Research”, Cahnmann emphasizes the use of repetition in poetry as a means to identify reoccurring themes, and patterns using rhythm, cadence and form found in poetic verse. An example is shown here, where Cuban-American Ethnographer, Behar, expresses her use of arts-based research methods to disseminate her research findings in the passage below:
“Poetry - not just the literal writing of poems, but the larger desire to speak from a deeper part of the self, which is the goal of all artistic expression - is the thing that we…thirst for but feel we can’t, or rather shouldn’t admit we desire. To long for poetry is to cast doubt on our commitment to maintaining the sobriety and respectability of anthropology within the bureaucracy of the university system. To long for poetry is to want to throw caution to the winds. To long for poetry is irresponsible…to long for poetry is to risk losing the conferences that try to awaken us from our poetry daydreaming and remind us all of the all intellectual work remaining to be done. To long for poetry is…” (Behar in Cahnmann-Taylor, p. 60).
1. Fill in the sentence in your numbered groups.
2. Once completed, your group will then present your piece in a reader’s theater to the class. Class Activity Elliot
Clip •The emergence of ABR as a step away from the traditionalist methods of inquiry, lends itself to postmodernist ideals. It moves towards a more liberal, fluid interpretation of research, while shedding new light on contemporary means to analyze and present empirical data, merging disciplines along the way.
•We can see where ABR fits into the context of the postmodern through the words of Barone (2001), who suggests the reason for the contextualization of art (story, poetry, printmaking, sculpture, autobiography, ethnodrama) within their experimental science, and “because many postmodernist innovators began their careers as ethnographers and sociologists (rather than as artists, literary critics, or art theorists)”, this could equate to the evolution of ABR. Arts based educational research can be defined in a variety of ways:
• It is a phrase that refers to teachers using the arts in their classrooms
• It is a group of educational researchers writing poems, painting pictures, and performing plays
• It refers to researchers using the arts with participants in a study
• It is an innovative way to deploy a range of literary, visual, and performing arts through all stages of research
• It is a means to collect data and display findings, challenging us to think
creatively about what constitutes research
• Arts based research in education is all of the above, and many other ways that the arts have gravitated into the realms of teaching, and research (Cahnmann-Taylor & Siegesmund, p. 1). •Historical context is concerned with qualitative research in post-colonial times and recognizes the presence of the researcher in the text, where the researcher and the researched are both part of cultural production.
•This framework acknowledges participants within their education as contributors, rather than being solely the subject of the research, the subject then becomes an active voice in the research. •Implementing the arts moves away from a standardized way of testing to develop learners who are, in Greene’s opinion, “critical thinkers who are interested in art and artistic ideas and who are also capable of outrage” (Cooper & White, p. 106).
•If the aim is to produce critical thinkers, the use of creative writing/poetry are simply one way for educators and researchers to prompt their students to think creatively about solutions, or bring awareness to social issues such as homelessness; poverty; racism; multi-ethnic societies, the arts offers alternative means of expression and problem solving. 1.What do the arts add to a researcher’s project and to our general understanding of the topic under study?
2.How can we make space for arts based research methods in our own educational practices? Can we integrate the arts into any avenue and how do you think your students would receive this addition to the curriculum?
3.In the clip, Eisner says that "... both art and both science are people who make structures that effect the way we see and come to know; learning how to do that is one of the things that education ought to make possible." In what ways does education make this possible from your experiences? How do you make it possible in your own classrooms?
4.Do you think the arts can create critical thinkers and encourage the outrage in students that Maxine Greene speaks of and hopes for her students?
5.Why use arts-based research as a form of qualitative inquiry? - Cahnmann has a nice response to this, in the conclusion of our article - "Last, my answer to the "so what test" is to answer, "why not? ...." right to the bottom. (We can read this part to the class). Counting