A Reflection on Arts-Based Research

Forrest, Michelle

doi:10.7202/1072576ar

Cited by 7 publications

(10 citation statements)

References 7 publications

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“…In crafting the narrative, the authors focused on the features Elliot Eisner attributes to works of art:1) making the obscure vivid and empathy possible, 2) directing our attention to individuality and locating in the particular what is general or universal, and 3) possessing a sense of wholeness, a coherence, a kind of organic unity that makes both aesthetic experience and credibility possible. (Forrest, 2007, p. 4)The full story of this research is presented in the forthcoming book by Jamie Kudlats, Hidden in Plain Sight: A Story about the Principal-Student Relationship .…”

Section: Methodsmentioning

confidence: 99%

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Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

Kudlats

Brown

2020

Journal of School Leadership

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Teacher–student relationships (TSRs) have important implications for building trust, motivation, and engagement and improving both behavior and academic achievement. What about students’ relationships with principals? Given the scarcity of literature on the PSR, research on the TSR was used to buttress the findings from this empirical study of the PSR to describe more nuanced implications and deeper understandings of the influence and impact principals have on students and vice versa. This work resulted in a two-part series. Part I, included in this issue, focuses heavily on the literature review and detailed findings of the study. Part II, included in a forthcoming issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. Qualitative narrative inquiry was chosen as the methodological approach. Interviews with four principals and three of their former students along with observations of each principal provided the data set. Findings from Part I, reveal nine dominant themes indicating that the PSR is a primary consideration for many principals not only for the personal satisfaction of interacting with students but also because of the belief that the relationships significantly contribute to principals’ ability to effectively meet their many responsibilities. Part I findings, which expose some of the challenges and complications in developing healthy PSRs, were then integrated with the synthesis of the existing literature in order to briefly propose a new framework for exploring the phenomenon.

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Section: Methodsmentioning

confidence: 99%

“…1) making the obscure vivid and empathy possible, 2) directing our attention to individuality and locating in the particular what is general or universal, and 3) possessing a sense of wholeness, a coherence, a kind of organic unity that makes both aesthetic experience and credibility possible. (Forrest, 2007, p. 4)…”

Section: Methodsmentioning

confidence: 99%

Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

Kudlats

Brown

2020

Journal of School Leadership

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“…The term ABR is often traced back to Eisner's Presidential address at the 1993 American Educational Research Association Conference (Forrest, 2017). ABR has seen a dramatic rise since then, with exponential growth over the last decade in particular (Coemans & Hannes, 2017).…”

Section: A Brief Background To Arts-based Researchmentioning

confidence: 99%

Beyond Disciplines: Spoken Word as Participatory Arts-based Research

Johnson

2021

International Review of Qualitative Research

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For many, the arts and sciences stand at opposite ends of an unbridgeable divide: the sciences, rigid, objective, systematic and authoritative; the arts, fluid, subjective, dynamic and capricious. Yet, there is a long history of productive dialogue and interconnection between these fields. Arts-based research represents a particularly fertile form of arts/science interaction. This paper interweaves poetry, theoretical discussion and empirical research to make the case for spoken word poetry as an arts-based method of inquiry that can provide a radically different way of doing, being and collaborating in and through research. With reference to the innovative method of ‘collaborative poetics’ and to the work of youth slam/spoken word educators, I argue that social scientists and spoken word practitioners can learn much from one another’s tools, techniques and ways of thinking, creating new forms of knowledge, redefining the audience/author relationship, and facilitating a ‘critical resilience’ which enables both individual fortitude in the face of adversity and a means through which to challenge the conditions that give rise to this adversity. The paper thus considers how spoken word as participatory poetic inquiry enables participants, researchers and poets to address the critical complexities and challenges of contemporary life.

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“…Defamiliarisation, or making strange, emerged as a creative practice methodology within Russian formalism at the beginning of the 20th century (Bell et al, 2005;Forrest, 2007;Lvov, 2015). It has been loosely adopted by a number of creative practices in the visual arts (Gooding, 1991;Samberger, 2004), photography (Watney 1982) and within research methods such as ethnography (Eisner, 2003) and experimental theatre (Meisiek and Barry, 2007;Eriksson, 2011;Radosavljević, 2013).…”

Section: Defamiliarisation Dramaturgy and Designmentioning

confidence: 99%

“…The use of trained actors as proxy designers in the performance workshops intentionally removed the designer interviewees as direct informants and subjects of the study, enabling insight into obfuscated aspects of professional design practice. This indirect approach renders the method a refractive one, moving beyond the looking glass of organisational drama (Meisiek & Barry, 2007) and playful design devices, probes and interventions, which are intended primarily as provocative artefacts of inspiration (Loi, 2007;Sanders & Stappers, 2014), to channel the original concept of Shklovsky's (1917) estrangement (Lemon & Reis, 1965;Bell et al, 2005;Forrest, 2007). In doing so, the study generatively used theatre's default tendency to dramatise the subject at hand (McKee, 1997) in order to metaphorically re-perform the graphic designers' perceptions of stakeholders, thus defamiliarising them.…”

Section: Critique: Limitations and Opportunitiesmentioning

confidence: 99%

Re-performing Design

Meron¹

2020

EIRJ

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Graphic design, as a specific research discipline, has been largely underrepresented in academia, with the literature suggesting this is partially due to difficulties in researching its professional practitioners. Acknowledging such hurdles, this article discusses an experimental study that used dramaturgy as a defamiliarising method for uncovering professional graphic designers’ perceptions of stakeholders. The study collected graphic designer narratives from online forums as well as dramaturgically informed interviews with professional practitioners. The graphic designers’ narratives were converted into a script and used to motivate a troupe of trained actors, who re-performed the narratives during a series of performance workshops. The article argues that this use of trained actors as ‘proxy designers’ created a refractive form of defamiliarisation, allowing previously obfuscated narratives about graphic designers’ perceptions of stakeholders to emerge. Presenting the study as a prototype to inform future research into graphic design and other elusive creative practices, the article also cautions that the amount of defamiliarisation used must be evaluated against the desired outcomes.

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A Reflection on Arts-Based Research

Cited by 7 publications

References 7 publications

Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

Beyond Disciplines: Spoken Word as Participatory Arts-based Research

Re-performing Design

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