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Using Art as Research in Learning and Teaching

Using Art as Research in Learning and Teaching

Ross Prior | Malcolm Ross | Shaun McNiff | Dr Kevin Burrows | Dr Maxine Bristow | Dr Libby Byrne | Dr Patricia Fenner | Professor Carole Gray | Professor Fiona Hackney | Dr Sarah Hayes | Petar Jandric | Dr Mitchell Kossak | Dr Megan Lawton | Professory Julian Malins | Professor Shaun McNiff | Mah Rana | Professor Peter Sinapius | Dr Jacqueline Taylor | Dr Daniel Vuillermin | Dr Petronilla Whitfield



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 learnt contexts across a variety of art forms and levels of post-compulsory education. In what is an invaluable collection, this book is directly beneficial to arts researchers and educators, addressing the key challenges and possibilities in a rapidly changing higher education environment. Internationally renowned proponent of arts-based research Professor Shaun McNiff provides the Foreword of this ground-breaking book.
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.

Table of Contents

Section Title Page Action Price
Cover Cover
Half Title i
Title iii
Copyright iv
Contents ix
Foreword xi
Preface xvii
Chapter 1: Introduction: Artist–Educator–Researcher 1
Part 1: Aesthetic Education and Ways of Knowing in Art 13
Chapter 2: Art as a Procedure of Truth 15
Chapter 3: ‘Not Sure’: The Didactics of Elusive Knowledge 29
Chapter 4: Art as the Topic, Process and Outcome of Research within Higher Education 43
Chapter 5: A Different Way of Knowing: Assessment and Feedback in Art-Based Research 61
Part 2: Developing Our Practice in Postgraduate Education 75
Chapter 6: Doing Art-Based Research: An Advising Scenario 77
Chapter 7: Research–Practice–Pedagogy: Establishing New Topologies of Doctoral Research in the Arts 91
Chapter 8: The ‘Epistemic Object’ in the Creative Process of Doctoral Inquiry 109
Chapter 9: Finding My Visual Research Voice: Art as the Tool for Research 127
Part 3: Involving Students and Others in Art as Research 143
Chapter 10: Making and Material Affect: From Learning and Teaching to Sharing and Listening 145
Chapter 11: Using Art to Cultivate ‘Medical Humanities Care’ in Chinese Medical Education 163
Chapter 12: Entanglement in Shakespeare’s Text: Using Interpretive Mnemonics with Acting Students with Dyslexia 179
Chapter 13: Dancing as a Wolf: Art-Based Understanding of Autistic Spectrum Condition 199
Part 4: Current and Future Issues in Arts Learning and Teaching 215
Chapter 14: Making Art and Teaching Art: Harnessing the Tension 217
Chapter 15: Future Approaches in Using Artistic Research from Human Experience 235
Notes on Contributors 251
Back Cover Back Cover