Art-based action research – participatory art for the north

Jokela, Timo; Hiltunen, Mirja; Härkönen, Elina

doi:10.1386/eta.11.3.433_1

Cited by 34 publications

(46 citation statements)

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“…Scholars at the University of Lapland have been working with a similar methodology, merging Action Research and artistic practices with a special focus on northern climate and circumstances using the term ‘ABAR’ (Jokela et al . ). With ABAR they aim to clarify the difference between international artistic research and the art‐based research method and highlight the role of Action Research.…”

Section: Methodology and Methodsmentioning

confidence: 97%

Critical Thinking and Community Engagement through Artistic Actions

Jónsdóttir¹

2019

Int J Art Design Ed

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In a society that strives for sustainability it is important to observe and value different forms of knowledge. Creating art is not a meaningless exercise. Instead, one might say that works of art serve as a window that interprets the world. In the article it is argued that artistic actions can offer a combination of critical and creative thinking reflecting on the types of knowledge and experience that count as valuable for sustainable communities. The article reflects on the participatory installation Colours of Rovaniemi and how ABER was used in the creation process. The methodology focused on the transformative power of community engagement when creating artistic actions that engage with sustainability. The installation provoked critical thinking and encouraged the participants to take a stand on the issues discussed. Artworks of this kind are well suited to help us understand the issues we face regarding sustainability. The work raised questions of who we are, what we prioritise in our lives. It initiated discussion of the connection between man and nature, attitudes, values and national self‐identity, challenging the participants’ perspectives.

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Section: Methodology and Methodsmentioning

confidence: 97%

Critical Thinking and Community Engagement through Artistic Actions

Jónsdóttir¹

2019

Int J Art Design Ed

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“…These paradigm changes have led to a re-evaluation of how art and design should be taught in schools and universities and have highlighted the aims of culturally sensitive approaches in art education and artists training. Art education researchers have presented arts-based methods for strengthening cultural identity, revitalisation and decolonisation of small communities through place-specific approaches [33,68,71,118,128]. Some of the main goals are the survival of regional cultures combined with the inhabitants' cultural self-determination and securing social and economic stability for communities and their place-specific and culturally sensitive approaches [33].…”

Section: Revitalisation Place-making and Regional Developmentmentioning

confidence: 99%

Arctic Arts with Pride: Discourses on Arctic Arts, Culture and Sustainability

Huhmarniemi

Jokela

2020

Sustainability

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There has been growing interest in Arctic arts and culture as well as in sustainability among artists, researchers, and policy makers. However, until recently, the comprehension of Arctic arts and culture within the framework of sustainable development has remained vague. In this study, by analysing diverse debates from the Arctic Arts Summit 2019 in Rovaniemi, we investigate how the arts and culture sector promotes Arctic sustainability. An analysis of abstracts, conclusions, blogs and newspaper articles reflecting the presentations, art events, exhibitions and dialogues showed that the discourse on sustainability is organised around five themes: (1) global politics and ecological crises as part of the cultural politics of the Arctic; (2) indigenous and non-indigenous Arctic arts and culture; (3) ‘handmade’ and the material culture of the Arctic; (4) place-making, revitalisation and regional development; and (5) economy and sustainability. These partly interlinked themes have relevance for policy making, defining principles for arts and culture funding, artistic practice and research on the Arctic. In addition, education and artistic training are important for all of the five themes; therefore, resources for educational institutions are crucial for the sustainable future of the Arctic. Arts, culture and education have the potential to empower people in the Arctic, increase cultural pride, educate and inform global audiences and create connectedness between the past, present and future. Arts, culture and education contribute to Arctic sustainability.

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“…Researchers at UoL (Jokela ; Jokela & Coutts ; Jokela et al . ) have stated that, when bringing the operating modes of socially active contemporary art into northern contexts through ABAR projects, art educators and researchers should be familiar with the megatrends of the North and the Arctic. Scholars in several disciplines have pointed out how the northern environment is rapidly changing and how the cumulative impacts on nature, the economy and livelihoods very visibly affect the social life, wellbeing and culture of people living in the region (see Nordic Council of Ministers ).…”

Section: Challenges For Abar In the Multicultural Northmentioning

confidence: 99%

Art‐Based Action Research for Art Education in the North

Jokela¹

2019

Int J Art Design Ed

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This article introduces the art‐based action research (ABAR) methodology as part of the international discussion of art‐based educational research (ABER). The participatory and dialogical approach of ABAR was inspired by a consideration of the pressure for change in art education stemming from the practices of relational and dialogical contemporary art. The need for ABAR as a tool of culturally decolonising, sustainable art education research was identified in multidisciplinary collaboration with the University of Lapland's (UoL) northern and circumpolar network. The methodology was developed collaboratively by a group of art educators and researchers at UoL to support the artist/teacher/researcher with professional skills for seeking solutions to recognised problems and to promote future actions and aspirations in the changing North and Arctic. This article describes how ABAR has been used in school projects, in doctoral theses and finally in a development project with an impact on regional development in the North. These examples show how art education developed through the ABAR method has supported decolonisation, revitalisation and cultural sustainability in schools, communities and businesses.

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Art-based action research – participatory art for the north

Cited by 34 publications

References 0 publications

Critical Thinking and Community Engagement through Artistic Actions

Critical Thinking and Community Engagement through Artistic Actions

Arctic Arts with Pride: Discourses on Arctic Arts, Culture and Sustainability

Art‐Based Action Research for Art Education in the North

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