Myriam D. Diatta, Stacy L. Holman Jones, Kate Mcentee
{"title":"Place to Meet","authors":"Myriam D. Diatta, Stacy L. Holman Jones, Kate Mcentee","doi":"10.54916/rae.119529","DOIUrl":"https://doi.org/10.54916/rae.119529","url":null,"abstract":"This essay is a place where the everyday meets critical artistic practice meets theory. Within a critical artistic researcher’s everyday practice, critical theory is lived and practiced in modes that are material and felt. Building on the of critical theorists who write explicitly about their relationships with theory, three researchers write vignettes detailing small moments in their practice. The vignettes make visible the ways the everyday and critical theory interlock and show how critical artistic research asks us to consider ways of caring, being accountable, attending to, and growing sensibilities for living with critical theories.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122835114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Collaborative Poetic Inquiry as Micro-Resistance","authors":"M. Attias, Audrey Reeves","doi":"10.54916/rae.119492","DOIUrl":"https://doi.org/10.54916/rae.119492","url":null,"abstract":"Two teachers explore conflicts at the intersection of their personal and professional identities in public university spaces, examining reconciliation of identities in dissonance using collaborative poetic inquiry. Normative expectations permeate the academy, defined in the United States through White, male, middle class, non-disabled, able-minded, heterosexual, and Christian values, requiring teachers operating outside of these frameworks to perform in ways which place them in contradiction. This article proposes a collaborative, experimental poetic process to reflect on marginalized aspects of identity, intellectualize power dynamics involved in workplace conflicts, explore dynamics of privilege-oppression, and assess which parts of identity to sustain and which to reconcile to enable coexistence. Suggestions for art teacher outliers include finding tertiary relationships, creating collaborative poetic assemblages to bring clarification to workplace conflicts, and creating opportunities to reposition oneself within new narratives. This research provides a space for all teachers to build resilience in education spaces.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128548099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Where’s the Time to Care? The Temporal Politics of Caring for Educational Technologies","authors":"Hong-An Wu","doi":"10.54916/rae.119493","DOIUrl":"https://doi.org/10.54916/rae.119493","url":null,"abstract":"Drawing from my action research project teaching and learning modding digital games for social justice with teens in a library setting in the US Midwest, this paper examines repeated moments of technological troubles and its demand for care during teaching to trace the temporal politics of caring for educational technologies. Instead of disregarding moments of technological troubles in pedagogical encounters as irrelevant logistics, this paper centers these moments by attending to emerging digital technologies’ request for canimating these moments to unpack the temporal order negotiated, made, and remade through its commonplaceness in teaching practices. By reading moments of technological troubles through feminist science and technology studies scholarship on care, temporality, and technologies, I argue that my habituated teacher subjectivity that used lesson plans as a technology and my habituated networked subjectivity that used emerging digital technologies in mylesson plans structured a temporal order that was inhospitable towards emergent artistic knowledge production through practices of care. Yet, as these moments point toward a visible seam in the temporal order of technological progress, I contend that art educators are also invited to care for mending this seam that might lead to the knowledge of an alternative logic. To do so, I conclude by advocating for art educators to make the time to care throughrethinking lesson plans as educational technologies.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128611076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ângela Saldanha, Teresa Torres de Eça, R. Balsa, C. Ferreira
{"title":"Slow Pace Communication","authors":"Ângela Saldanha, Teresa Torres de Eça, R. Balsa, C. Ferreira","doi":"10.54916/rae.119569","DOIUrl":"https://doi.org/10.54916/rae.119569","url":null,"abstract":"This visual essay portrays the first phase of a communication experience via postcards with participants from Portugal of the project “AMASS: Acting onthe Margins: Arts as Social Sculpture”, under the social distance restrictions of the Covid19 pandemic situation, between January and June 2021. Theexperience is described and discussed in terms of the dynamics created, the methodologies of the research group and possibilities of the strategy to overcome the limitations of digital communication in disadvantaged communities and arts based projects.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134531216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Kuerin matkassa","authors":"Timo Jokela","doi":"10.54916/rae.119563","DOIUrl":"https://doi.org/10.54916/rae.119563","url":null,"abstract":"This article discusses a socially-engaged environmental art titled Kuer’s Journey and a related video work. The art work was created in the summer of 2018in collaboration with the Art Äkäslompolo art event. According to local wishes, the event critically considered the plan for the Hannukainen iron ore minetargeted next to the Äkäslompolo village near the Pallas-Yllästunturi National Park. Kuer’s Journey was carried out using an art-based action research approach to create a dialogic space and situation that serves as a tool for decolonisation and cultural revitalisation, while increasing community resilienceand adaptation, in inevitable environmental and cultural change in the Arctic. At the core of the article is the concept of Arctic art, which is used to reflecton the encounter between Western contemporary art practices and northern ecocultures and ways of knowing.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126184750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melanie Sarantou, Carolina Gutiérrez Novoa, S. Remotti, Mira Alhonsuo
{"title":"More Patience and Creativity","authors":"Melanie Sarantou, Carolina Gutiérrez Novoa, S. Remotti, Mira Alhonsuo","doi":"10.54916/rae.119542","DOIUrl":"https://doi.org/10.54916/rae.119542","url":null,"abstract":"This article discusses a design research project in which design practitioners and researchers collaborated to develop training guidelines and a toolset for astakeholder workshop to be implemented by partner organisations of the Arts on the Margins: Arts as Social Sculpture (AMASS; 2020–2023) project. It focuses on the learning experiences of the design team, which was comprised of four people who created the online environment for the stakeholder workshop.The team members, who are also the authors of this article, were all designers and researchers with varied backgrounds and experiences. The workshopactivities were adapted from a face-to-face format to an online environment due to the COVID-19 pandemic. The objectives of the article are to explore the team dynamics, approaches to design development within digital environments. The use of collaborative autoethnography (CAE) and reflection enabled the design team to assess their design processes and learn from critical discussion. The results will present guidelines for teams developing and conducting online workshops in digital environments.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114217438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Artistic Actions for Sustainability in a University Setting","authors":"Ásthildur B. Jónsdóttir","doi":"10.54916/rae.119545","DOIUrl":"https://doi.org/10.54916/rae.119545","url":null,"abstract":"This chapter introduces a case entitled Walk the Space. Webster University in Geneva took the opportunity to invite an artist to work with their studentsto rethink their ideas of what we can do to meet sustainability global challenges. The artistic activities aimed to promote greater ecological consciousness through different forms of participation and awareness activities, helping the participants to discover the connection to the nature that surrounds them. Walk the Space created a platform for sharing ideas about sustainability, both individual and collective. Participants, both staff and students alike, exchanged ideas through dialogues, exercises including walking, memory work, and through developing slogans that were subsequently embroidered and exhibited in the woods surrounding the university. This collaboration provided a space for transformative learning and active engagement, giving the potential for social change. This article gives insights into how artistic actions can strengthen community building and ecological consciousness.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"14 41","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120936286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learning to Play with the Rules","authors":"M. Herbst","doi":"10.54916/rae.119564","DOIUrl":"https://doi.org/10.54916/rae.119564","url":null,"abstract":"With social and ecological variation caused by climate change, cities and city residents will need to develop flexibility at the core of their structures and intheir relationships to them. Cities’ planning codes, design norms and their residents’ food and comfort habits are established upon Holocenic stability thathas been upended by the Anthropocene. So, in addition to the routine socialization that children must undertake to learn to live together in their established settings, they must now learn to embrace flexible relations to these settings and their habits. European life is now transforming with changes driven by climate change and recent refugee waves, and Germany responded to the 2015 wave by generously funding cultural integration projects with loosely defined goals. When properly situated, arts-based learning can provide a playful way for children, refugee or not, to flexibly integrate and relate to each other and to changes in cultural and architectural infrastructure towards heterogeneous conviviality. This practice-based paper describes an artistic researcher’s development of an arts-based situation, the Bauspielplatz Kunst Kammer (BKK) museum, intended for such learning. It discusses initial insights into the practice of how a situated institution can ground such learning and looks towards wider questions such a project inspires.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127004129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Empatian ja yhteisön laajentaminen taidekasvatuksen ja yhteisötaiteen keinoin","authors":"M. Huhmarniemi","doi":"10.54916/rae.119568","DOIUrl":"https://doi.org/10.54916/rae.119568","url":null,"abstract":"Ympäristökriisit ja yksinäisyyden kokemukset haastavat taidekasvattajia ja taiteilijoita tuottamaan tilanteita, joissa osallistujat tuntevat yhteisöllisyyttä.Posthumanistinen filosofia suuntaa yhteisökäsitystä verkostoksi, joka sisältää myös ei-inhimillisen luonnon. Tässä visuaalisessa esseessä tarkastelen yhteisön laajentamista taidekasvatuksen ja yhteisötaiteen keinoin taideperustaisessa toimintatutkimuksessa. Analysoin yhteisöllisyyttä luovan matkailun kontekstissa paikallisten ja vieraiden kohtaamisena sekä osallistavassa installaatiotaiteessa, joka pyrkii ohjaamaan vuorovaikutteisiin luontokokemuksiin. Esimerkeissäni taidekasvatus vaikuttaa matkailualle ja taidemaailmaan. Taidekasvatuksen ja taiteen tuottama yhteisö on avoimuuteen ja empaattisuuteen pyrkivä ja vuorovaikutus on kehollista, sanatonta tai monikielistä. Yhteisöllisyys laajenee myös taiteilijatyöryhmiksi ja kollektiiveiksi, joissa taiteilijat tekevät yhteistyötä toisten taiteilijoiden, luonnonmateriaalien ja -elementtien kanssa.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123447869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How Will You Begin?","authors":"Editorial Board","doi":"10.54916/rae.119312","DOIUrl":"https://doi.org/10.54916/rae.119312","url":null,"abstract":"","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134491336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
