Inclusive Arts Practice and Research

Fox, Alice

doi:10.4324/9781315732558

Cited by 32 publications

(38 citation statements)

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“…Methodologically, to the extent that we give analytical attention to the non-representational, whether this is the agentic capacity of material objects and environments or the pre-conscious affects that move bodies to act, this will require methodological approaches that move beyond the collection of 'representable' personal testimony to capture the ways which bodies are moved to in/action within specific fields of force. Macpherson's (2010) own use of ethnography offers an excellent illustration of such an approach, providing access to the embodied practice of walking (see also Macpherson and Bleasdale, 2012;Fox and Macpherson, 2015). Elsewhere, Bigby and Wiesel (2011;also Wiesel et al, 2013) use 'mobile' observation to document encounters between intellectually disabled people and non-disabled others in public spaces of the city.…”

Section: Discussionmentioning

confidence: 99%

Towards a relational geography of disability

Hall

Wilton

2016

Progress in Human Geography

104

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In this paper we develop linkages between non-representational theory and emerging work by disability scholars in geography. We argue that non-representational thinking has the potential to advance our understanding of the complex and emergent geographies of dis/ability. We first outline key dimensions of non-representational thinking within geography. We then explore how this perspective has begun to, and might further inform, geographical scholarship on disability. Next, we extend our thinking to consider how NRT might provide the basis for a critical geography of the ‘able-body’. We conclude by reflecting on the conceptual, political, methodological and empirical implications of our argument.

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Section: Discussionmentioning

confidence: 99%

Towards a relational geography of disability

Hall

Wilton

2016

Progress in Human Geography

104

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“…However, we hope the combination of images and ideas that we present here give the reader a sense of the forms of practice and visual dialogue that occurred in the studio. Furthermore, we have since built on some of this work in our book publication ‘Inclusive Arts Practice and Research: a critical manifesto’ (Fox and Macpherson, 2015), which includes more detailed discussion of art work, interviews with a range of Inclusive Art Practitioners, Students and the Rocket Artists.…”

Section: Methodology: Participation and Visual Dialoguementioning

confidence: 99%

Listening space: Lessons from artists with and without learning disabilities

Macpherson

Fox

Street³

et al. 2016

Environ Plan D

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In this paper, we develop an expanded conception of listening as ‘being-with’ and explore this in the context of creative visual arts activities with people with learning disabilities. Through a series of textual and visual interlocutions between Inclusive Artist ‘Alice’, Social and Cultural Geographer ‘Hannah’ and members of the contemporary arts group ‘The Rockets’, we identify how an expanded conception of listening is practiced and the results it produce. Where listening for the Inclusive Artist includes an attentiveness to visual, verbal and gestural vocabularies of arts- based methods; the construction of conducive spaces for listening and voice with attuned collaborators and appropriate art materials; the use of art materials as ‘meeting points’, which enable a non-verbal conversation to take place and knowledge of how particular materials and practices can influence a person’s work and sense of themselves. The temporalities of these forms of expanded, attentive, curious listening are explored and concern is expressed about how they sit in opposition to the hasty demands for research with ‘impact’. We hope this paper provokes researchers to consider what it means to listen through arts-based methods, the crucial role of the facilitator and the temporalities of listening they are bringing into being

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“…Further perspectives which significantly informed curriculum development were Fox and MacPherson's (, 11) ideology of Inclusive Arts Practice where ‘the emphasis is on the entire humanity of the producers of work (not just their differences), and on the potential of collaboration and creative exchange with people from diverse backgrounds as well as with the critical Contemporary Art world’. This felt like a powerful context to consider in building upon the fundamental underpinning of the course which sees disability as socially constructed (Rapley ).…”

Section: The Evidence Base For Creative and Therapeutic Arts Educationmentioning

confidence: 99%

The Process, Challenges and Opportunities of Developing a Curriculum in a Creative and Therapeutic Arts Undergraduate Degree Programme

Pickard¹

2019

Int J Art Design Ed

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This article reflects upon the process, the challenges and the opportunities realised in the recent revalidation activity of an undergraduate degree programme in Creative and Therapeutic Arts (CTA) in the UK. The premise of the revalidation activity and the historical context of the course are briefly encapsulated, before engaging with theoretical frameworks at the forefront of contemporary Participatory Arts practice. This includes an initial focus on the relevance of Critical Disability Studies to Participatory Arts education, followed by exploration of the contrasting approaches of Socially Engaged Art practice, Inclusive Arts practice, Participatory Arts practice, Arts in Health and Arts Therapies. The challenge of defining a diverse practice which draws from such contrasting perspectives is further explored in relation to the challenge of working on the boundary between artistic and therapeutic practice. Geographical context is considered, drawing from the Welsh evidence base to inform culturally relevant provision. Curriculum design is reviewed in relation to experiential learning and inclusive practice literature, as well as relevant higher education policies. Upon briefly summarising the revalidated curriculum, a critical discussion around the future of the training and the discipline more broadly is developed, considering the contribution of the critical review and focus groups facilitated as part of this revalidation activity. It is hoped that this discussion will further nurture and challenge educators, students and practitioners in this exciting area of evolving, contemporary practice.

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Inclusive Arts Practice and Research

Cited by 32 publications

References 0 publications

Towards a relational geography of disability

Towards a relational geography of disability

Listening space: Lessons from artists with and without learning disabilities

The Process, Challenges and Opportunities of Developing a Curriculum in a Creative and Therapeutic Arts Undergraduate Degree Programme

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