Creative and Arts-Based Research Methods in Academic Research. Lessons from a Participatory Research Project in the Netherlands

Vaart, Gwenda van der; Hoven, Bettina van; Huigen, Paulus

doi:10.17169/fqs-19.2.2961

Cited by 23 publications

(18 citation statements)

References 29 publications

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“…Van der Vaart et al (2018) further support creative and art-based research methodologies and argue that they are valuable because they generate deep insight into lived experiences and views. Such an approach “has significant potential for the enactment of social change in youth justice settings” (Smithson and Gray, 2021, p. 6).…”

Section: Methods and Methodologymentioning

confidence: 81%

“…By identifying with the young people, their interests and lived experiences, the artist developed a rapport with participants which generated greater insights than would have otherwise been obtained by traditional methods (Van der Vaart et al , 2018). The research approach advocated for a child first approach (YJB, 2018) that focused upon their right to be heard and provide views that would be heard in the services they are involved in.…”

Section: Practical Implicationsmentioning

confidence: 99%

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Developing creative methodologies: using lyric writing to capture young peoples’ experiences of the youth offending services during the COVID-19 pandemic

Wilkinson

Price

Crossley

2022

JCRPP

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Purpose The COVID-19 lockdowns (2020–2021) disrupted all aspects of usual functioning of the criminal justice system, the outcomes and impact of which are largely still unknown. The pandemic has affected individuals across the wider society, this includes a negative impact on the social circumstances of children and young people involved within youth offending services (YOS) (Her Majesty’s Inspectorate of Probation, 2020; Criminal Justice Joint Inspectorates, 2021). This population frequently represents those from marginalised circumstances and are rarely given the opportunity to participate meaningfully in the services they are involved in. The purpose of this study was to explore the experiences of the young people serving orders with the YOS during Covid19 lockdowns and requirements. Design/methodology/approach This paper outlines a creative methodology and method used to uncover the experiences and perceptions of young people undergoing an order within a YOS during the COVID-19 lockdowns. The arts-based approach entailed a novel and creative method using a lyric artist to engage with young people through a virtual platform, supporting them to create lyrics about their experiences of the YOS during this time. Findings The artist developed a successful rapport with young people based on familiarity with, and passion for, music. He promoted their strengths, improving their confidence which was perceived to elicit more in-depth perspectives that might not have otherwise been obtained using more traditional methods. As such, the method and methodology outlined developed the young people’s social and communicative skills whilst producing meaningful feedback that can contribute to the YOS recovery plan and thus future of the service. Practical implications This paper reports on a novel arts-based research methodology, implemented to capture meaningful data from participants during the COVID-19 pandemic. Originality/value This paper reports on a novel arts-based research methodology, implemented to capture meaningful data from participants during the COVID-19 pandemic.

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Section: Methods and Methodologymentioning

confidence: 81%

Section: Practical Implicationsmentioning

confidence: 99%

Developing creative methodologies: using lyric writing to capture young peoples’ experiences of the youth offending services during the COVID-19 pandemic

Wilkinson

Price

Crossley

2022

JCRPP

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“…Also, the involvement of lay people / non-researchers and the general public in research brings positives on which the art-based research community agrees (Barone, Eisner, 2011;Wang et al, 2017;Leavy, 2017;Malchiodi,1998;Savin-Baden & Wimpenny, 2014;Härkönen, 2018). Art-based research allows for the transformation of the participants and the researcher (van der Vaart at al., 2018). Reflexivity, the focusing on the creative process and sharing lead to increasing empathy, consciousness and self-awareness of all involved.…”

Section: Methodology Of the Research (Art-based Research)mentioning

confidence: 99%

“…Reflexivity, the focusing on the creative process and sharing lead to increasing empathy, consciousness and self-awareness of all involved. The experience that is formed between the participants during the creative process and the dialogue is thus authentically created, not just passed on (Gerber at al., 2012;Leavy, 2017;van der Vaart at al., 2018;Härkönen, 2018).…”

Section: Methodology Of the Research (Art-based Research)mentioning

confidence: 99%

The Importance of Self-Experience in Art for Future Generalist Teachers

Štěpánková¹

2022

Tercio Creciente

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The personal attitude of teachers towards the subject they teach, their professional self-efficacy and expertise are essential for their ability to deliver subject content to pupils. However, the relationship of future teachers to the subject is formed earlier in their own educational history than at university. From it derives their interest in the subject and further education. Our research has shown that students specialising in primary education and afterschool education have negative memories of art education at primary schools and they evaluate the subject and its benefits as marginal. In this article, we will discuss how the transformation of the didactic approach when focusing more on the creative process rather than on the product can positively affect the already established relationship of future teachers to art education, and contribute to the understanding of the objectives of art education. This research was aimed at generalist teachers (primary school) and undergraduate students who will work in school clubs or as afterschool educators. The research was segmented into three phases where in the first phase of the research, we used a qualitative approach to determine the personal attitude of students to the subject of art education. In the second phase, we used the art-based approach. In this phase, didactic procedures inspired by creative art therapy and reflective experiential education were applied to change this attitude. Art-based approach was chosen mainly because it makes it possible to monitor the changes that take place in the process and at the same time, thanks to the process, it is possible to induce these changes. This type of research generates other, unexpected questions that enable a deeper understanding of the issue. In the third phase students presented their artworks and reflected on the creative processes, as well as on the course itself, its benefits, obstacles and transferable experiences. The conclusion of the research is that these methods can in a very short time change the attitude to one's own creative abilities / creative self-confidence / to update and expand the perception of the subject and its goals. At the same time, a need arises for deeper professional education that would facilitate students' didactic preparation of meaningful artistic activities.

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“…Students' desire for discussion highlights the need to destigmatize challenging experiences while also prioritizing opportunities for connection and expression. As noted in Recommendations (below), arts-based prompts, events, and activities offer an intuitive fit with a literary initiative, and could generate trauma-informed, culturally responsive opportunities for students to share their stories, hear from their peers, and process new experiences and ideas (see Coad, 2007;Delgado, 2015;Drew et al, 2010;Golden, 2020;van der Vaart et al, 2018).…”

Section: Librarian Postsurveysmentioning

confidence: 99%

Generating youth dialogue through the literary arts: A citywide youth health collaboration in the U.S.

Golden

Sima

Roebuck

et al. 2022

Journal Community Psychology

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A process and outcomes evaluation was conducted of a citywide literary-arts initiative designed to reduce stigma, amplify underrepresented narratives, and generate dialogue about violence. Over 4 months, students in 85 middle schools read a novel addressing mental health and violencerelated themes. As a collaboration between a public school district and public library system, the program's classroom activities emphasized dialogue, while coordinated library events supported community engagement. Students completed pre/postsurveys (total n = 1487); school program leaders (n = 39) and public librarians (n = 14) completed postsurveys. Half of student respondents reported personal encounters with violence. Most said the novel influenced their thinking; students with personal experiences of violence reported greater influence than those without. Highest rates of dialogue were seen among students who read the novel in full, and over half of postsurvey respondents wanted more dialogue opportunities. Leaders and librarians indicated that the program was smoothly integrated with existing curricula, but also offered recommendations for improved processes. Findings suggest that this intervention

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Creative and Arts-Based Research Methods in Academic Research. Lessons from a Participatory Research Project in the Netherlands

Cited by 23 publications

References 29 publications

Developing creative methodologies: using lyric writing to capture young peoples’ experiences of the youth offending services during the COVID-19 pandemic

Developing creative methodologies: using lyric writing to capture young peoples’ experiences of the youth offending services during the COVID-19 pandemic

The Importance of Self-Experience in Art for Future Generalist Teachers

Generating youth dialogue through the literary arts: A citywide youth health collaboration in the U.S.

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