Art/Research International: A Transdisciplinary Journal最新文献

{"title":"A review of Karel Verhoeven’s “Scenes (cour jardin)”: An open invitation to play","authors":"Jakob Van den Broucke","doi":"10.18432/ari29525","DOIUrl":"https://doi.org/10.18432/ari29525","url":null,"abstract":"This is a review of “Scenes (cour jardin),” an ongoing project series by Belgian visual artist and designer Karel Verhoeven. The series consists of different architectural sculptures that are placed in (semi)public spaces. This review evaluates the project in terms of its relevancy for socially engaged artistic practice, and the more fundamental questions it raises: What can be learned from situations created by art in public space? How does an observation guide artistic practice? Is it hypothetically possible to assume that the essence of the work of art is not in its appearance, but in how the work is used? What are interesting opportunities for collaborations between artists and social scholars? \u0000  \u0000 ","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126490188","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":"Recuperating Conflict: Between Critical Generosity and Antagonistic Activation","authors":"Justin Langlois","doi":"10.18432/ari29489","DOIUrl":"https://doi.org/10.18432/ari29489","url":null,"abstract":"In this paper, I will argue that small scale conflict and disagreement in civic life are a vernacular part of our social experience and yet, in the hands of artists, they can actively work against larger hegemonic structures and help foster new expressions of agency and democratic action. By examining a number of socially engaged art projects I developed as the research director of the artist collective, Broken City Lab, and by situating this work in relation to a number of core ideas exploring notions of antagonism, I propose a tactical recuperation of the idea of conflict in order to see it as a core part of our democratic social lives.","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129562497","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":"Becoming Backpack: Towards a Counter-Inscription of Young Adult Collegian Identity Work","authors":"K. '. Keefe","doi":"10.18432/ari29495","DOIUrl":"https://doi.org/10.18432/ari29495","url":null,"abstract":"This article invites readers to encounter the author’s early attempts at engaging creatively with data produced during a research project called Life Lines: The Art of Being Alive to Young Adulthood. Launched in January 2019, the Life Lines project was conceived as a critical participatory arts-engaged research endeavor aimed at opening up conventional theoretical wisdom about the nature of young adult college student identity formation. In addition to providing details of the inquiry project’s design and aims, a series of visual and poetic prose narratives open and become threaded throughout the article. These multimodal expressive forms function as a type of creative counter-inscription device, working both to complicate identity development models that limit subjectivity to human consciousness and agency, and to illustrate a more expansive, somatically attuned, and materially-entangled set of practices and productions of young adult identity work’s work and its study.","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117111679","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":"Social Practice as Arts-based Methodology: Exploring Participation, Multiplicity, and Collective Action as Elements of Inquiry","authors":"Lynn Sanders-Bustle","doi":"10.18432/ari29488","DOIUrl":"https://doi.org/10.18432/ari29488","url":null,"abstract":"Claims that the arts are a kind of research is nothing new, finding relevance for scholars in the social sciences and the arts (Barone & Eisner, 2011; Cahnmann Taylor & Siegesmund, 2018; Leavy, 2019, 2009; Sullivan, 2005). Given that art is continuously being reimagined, it follows that arts-based research takes into account contemporary artistic processes and materials and the theories, aesthetic philosophies and contexts that shape them. In this paper, this author considers socially engaged art in the context of arts-based research and raises the question, what can be learned from social practice as an arts-based methodology?  The work of three socially engaged artists are referenced to demonstrate how distinct qualities associated with social practice, such as shared participation, multiplicity, and collective action offer new considerations for arts-based research that aims to bring about social change.","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124725513","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":"My Stage: Participatory Theatre with Immigrant Women as a Decolonizing Method in Art-based Research","authors":"E. Mikkonen, M. Hiltunen, M. Laitinen","doi":"10.18432/ari29474","DOIUrl":"https://doi.org/10.18432/ari29474","url":null,"abstract":"This article discusses how art-based research can function as a decolonizing research method. Its analysis is based on the collaboration of social work and art education disciplines for advancing social justice and deconstructing power dominances. Empirically, the research builds on a participatory theatre project, “My Stage,” with immigrant women. The project was established as part of a larger interdisciplinary project, “Art Gear,” in Northern Finland, which promoted the bidirectional integration of the local population and people with immigrant backgrounds. The research data were collected through participatory observation and reflective discussions by the social work researcher in the theatre workshops. By the analysis of an interdisciplinary team of social work and art education researchers, we develop a context-sensitive framework of art-based research to advance decolonizing research methods, which contribute to supporting the agency and inclusion of marginalized populations in research and in their integration processes at times of complex and rapid demographic and societal changes.","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129988608","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":"Staging the Shadow: Writing, Academic Subjectivities, and Hidden Selves","authors":"J. Hoben, C. Badenhorst, Sarah Pickett","doi":"10.18432/ari29472","DOIUrl":"https://doi.org/10.18432/ari29472","url":null,"abstract":"In this paper we explore our writing selves through the metaphors of concealment and display. We discovered the metaphoric possibilities opened up by Jung’s notions of persona and shadow and his emphasis on a rich psychic life that was animated by archetypes and symbolic meaning. This process helped us to glimpse alternative selves, that somehow live within us but are, like the shadow, neglected or pushed aside either due to institutional pressures to conceal or due to our own self-concept and our preferences for displaying certain identity types. Using poetic inquiry to access our unconscious feelings, we engaged in a process of writing that resulted in poetry and poetic vignettes. This type of arts-based practice helped us to disrupt the normative rationalist expectations surrounding academic work and intellectual production, and enabled us to create a space where agency and self-exploration were more accessible and transformative.","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121920600","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":"A Review of Louise Gwenneth Phillips and Tracey Bunda's \"Research through, with and as Storying\"","authors":"Simone Liza Tur","doi":"10.18432/ari29507","DOIUrl":"https://doi.org/10.18432/ari29507","url":null,"abstract":"This is a review of Research Through, With and As Storying, a book that explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that undoes conventions of research and gives voice to the marginalised in the academy. \u0000 ","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123543412","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":"A Review of Susan Casey Walsh's \"Contemplative and Artful Openings: Researching Women and Teaching\"","authors":"Alison L. Black","doi":"10.18432/ari29447","DOIUrl":"https://doi.org/10.18432/ari29447","url":null,"abstract":"These poetic and visual offerings are responses to Susan Walsh’s book Contemplative and Artful Openings. Her book offers to readers an invitation to join the open, emergent space of her text, to wonder and engage. And so, with this review, I have begun. ","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133910430","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":"Conflicting roles of mother and academic? Exploring the use of arts-based self-care activities to encourage wellbeing","authors":"A. CohenMiller, D. Demers","doi":"10.18432/ari29391","DOIUrl":"https://doi.org/10.18432/ari29391","url":null,"abstract":"Mothers in academia (“motherscholars”), whether faculty or doctoral students, are confronted by structures and policies often impeding promotion and movement through the academic pipeline. While research has examined these struggles, such as our own research over the last few years, this study addresses these issues from a new perspective — wellbeing. Using an arts-based participatory study, this article discusses how six motherscholars (including the authors) living in the US, Kazakhstan, and New Zealand sought to alleviate their conflicting roles of mother and academic through sharing online practices and struggles through self-care activities. Findings demonstrated how collaborative encouragement, and even pressure, to focus on self-care appeared to support participants’ daily lives in and out of academia as participants became aware of themselves as individuals, beyond being a mother or an academic. Implications suggest the importance of informal support networks (especially when formal structures do not exist) for motherscholars to reduce role conflict by encouraging wellbeing through self-care.","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122941418","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":"Teaching Writing: Fragments of a Poet’s Credo","authors":"C. Leggo","doi":"10.18432/ari29466","DOIUrl":"https://doi.org/10.18432/ari29466","url":null,"abstract":"Author’s abstract: I have been in school since I was four years old. Now, at the age of sixty-five, I look back on a long life spent in classrooms, as a learner and a school teacher and a professor of education, and I am filled with amazement that I have grown old! I was probably in my thirties before I began to understand how education always occurs in communities of teachers and learners who teach and learn from one another, who search and research together. As a beginning teacher, I wavered between feeling powerless and powerful. On the one hand, I assumed that I was in control in the classroom; I was the primary decision-maker. But, on the other hand, I typically expected educational experts to tell me what I should do. I depended on the stipulations of school administrators, the publications of professors, and the professional development workshops of school district consultants to guide, convince, and inspire me in my teaching. And, now that I’ve been a professor for a long time, I also know that professors don’t really know very much. They might profess a lot, but they know the searching is always in process, returning to the beginning of the search again and again in order to know the quests and the questions in lively other ways. As scholars, theorists, artists, and educators, we need to attend to language. We need to attend to etymology, diction, grammar, syntax, metaphors, and interpretation. All my life I have been enamoured with the necromancy of the alphabet, the magic of spelling, the alchemy of grammar, the mystery of books—the potent fecundity of language. I am always seeking connections to scholars who are committed to provoking scholarship with heartful and artful dedication. \u0000Editor’s Preface: With the permission of his family, we are honoured to publish posthumously “Teaching Writing: Fragments of a Poet’s Credo” by Carl Leggo. Carl submitted this piece to Art/Research International on January 28, 2019, only five and a half weeks before he passed from his physical being and life on Earth. Even as he “dwell[ed] daily in the space between living and dying” with cancer, Carl graciously offered earnest reflections about writing, poetry, and living well in the world: “fragments and suggestions from [his] credo …what [he has] given [his] heart to.” His wise words, always inspiring, are ever more precious now, a living reminder of the poet, teacher, and scholar he was and always will be to so many of his colleagues, friends, and students: thoughtful, erudite, generous, kind, courageous, vulnerable—and steadfastly hopeful. “Teaching Writing: Fragments of a Poet’s Credo” is rich ground to return to again and again: a succinct articulation of Carl’s ways of living poetically in the world, all threaded through with insights from some of his favourite authors. May “Teaching Writing” reverberate among Carl’s many poems, articles, and books—and more widely, among the writings of those who share his he(art)ful path in the academy. May these","PeriodicalId":318628,"journal":{"name":"Art/Research International: A Transdisciplinary Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121776793","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}