Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of Arts-Based Research
Visual-spatial abilities Stimulates imagination
Envision a better world
Perfect way to explore social issues
"Arts based inquiry opens the possibility for creating new worlds rather than simply accepting the world as it is. We know that imagination reaches toward a future, towards what might be, what should be, what is not yet” The Power of Arts-Based Inquiry ABR & ABI Reaches Students Arts based research can be described as
a way of “tap[ping] into the artistic process as a primary mode of inquiry, creating various forms of art as a way to collect data, conduct analysis, and/or represent social science research.” Why Use Arts-Based Research and Inquiry in the Classroom? While learning techniques specific to art... [Students are] also taught a remarkable array of mental habits not emphasized elsewhere in schools. Skills Learned Through ABI Looking at art requires thoughtful attention to what the artworks have to show and say Though far more difficult to quantify on a test, each has a high value as a learning tool, both in school and elsewhere in life. Creative Problem Solving
Value of Diverse Perspectives
& Multiple Meanings
Experimentation A professional learning community
Continual collaboration and advancement of knowledge and skills
Multiple means of assessment enabling students to demonstrate their abilities in multiple ways (Differentiated Instruction!) Engages students who otherwise would be alienated ABR Project Ideas Teaching in the Visual Culture Generation Take advantage of the multiple forms of visual culture that surround us:
Have students find inspiration for research projects on the internet
Incorporate image blogging sites into classroom activities. eg) imgfave, pinterest, google+, etc.
Ask students to find inspiration for research projects from the visual media. eg) television, advertising, film
Incorporate the history of visual culture and art into history lectures
Incorporate contemporary art research into Social Studies "Board (or collaborative class wall) of Inspiration"
Allow student the option of presenting their research visually
Image Brainstorming (find images related to topic of interest)
Deconstruct an Image
Finish projects with exhibitions (can be presentations, putting work on walls, creating a book of essays & leaving it out)
Can have students curate - choose which ideas go together and why Can be cathartic and healing for students suffering from mental health issues, personality disorders, bullying, low self-esteem ABR in Social Studies Arts-based inquiry is uniquely positioned as a methodology for radical, ethical, and revolutionary research that is futuristic, socially responsible, and useful in addressing social inequities. ABR provides access to forms of experience that cannot be secured through other representational forms.
ABR acknowledges the value of the less definable and holistic kinds of knowing.
Understanding may result through the production and/or aesthetic analysis of works of art. Classroom As Studio... Brainstorming - Talk as a class about ideas
Collaboration - Make sure every one knows what everyone else is working on
Peer Critique (Evaluation) - Allow students to hand in assignments after receiving feedback
Use Technology/ Social Media
Questions More Important Than Answers
Schedule one-on-one meetings with students
Can Easily Address Social Issues - Blur lines between subjects
Choice -Allow students to represent work in whichever way makes most sense to them
Not About Discovery, but Exploration
Can Address Several Ideas Simultaneously with a Visual Integrating ABR Into Other Areas of Learning
(The Classroom as Studio) This type of class structure and inquiry lends itself to: Differentiation
Critical thinking Self-regulated learning
Student centered environment!
Student investment Challenged and disengaged students are even more likely than other students to benefit from high-quality visual arts instruction. The research on the causes of dropouts portrays students as failing to connect with anyone or anything before they vanish.
“I never made a painting as a work of art, it’s all research.”
– Pablo Picasso Bibliography Barone, Tom and Elliot W. Eisner, ch 2: "Why Do Arts Based Research?" Arts-Based Research. SAGE publications Inc. California. 2012
Greenwood, J. (2012). Arts-Based Research: Weaving Magic and Meaning. International Journal of Education & the Arts, 13(Interlude 1). Retrieved from http://www.ijea.org/v13i1/.
Haywood Rolling Jr., James. A Paradigm Analysis of Arts-Based Research and Implications for Education. Stud Art Educ 51 no2. 2010
Irwin, R. L., & Springgay, S. (2008). Alr/tography as practice-based research. In M. Cahnmann-Taylor & R. Siegesmund (Eds.), Arts-based research in education: Foundations for practice (pp. 103-124). New York: Routledge.
Leavy, P. (2009). Method meets art: Arts-based research practice. New York: The Guilford Press.
McNiff, Shawn. Art-Based Research, Knowles (Handbook). Page 29.
National Art Education Association. "Learning in a visual age: The critical importance of visual arts education." Retrieved from http://www.arteducators.org/
O’Donoghue, Dónal . Are We Asking the Wrong Questions in Arts-Based Research?. Studies in Art Education National Art Education Association A Journal of Issues and Research. 2009, 50(4), 352-368
Smithbell, P. (2010). Arts-based research in education: A review. The Qualitative Report, 15(6), 1597-1601. Retrieved from http://www.nova.edu/ssss/QR/QR15- 6/cahnmann.pdf