AARE Arts Educa+on Prac+ce & Research
Special Interest Group (AEPR SIG)
Arts Research Presenta8on – snapshots from
across Australia
h<p://www.aare.edu.au
The Arts educa+on prac+ce and research SIG for AARE aims to:
-‐ Promote, encourage and facilitate research in Arts educa8on and prac8ce -‐ Foster collabora8ve research in Arts educa8on among AARE members, friends and other academics or prac88oners -‐ Develop strong networks of researchers interested in Arts educa8on and prac8ce and -‐ Establish a forum of discussion within AARE membership to share current research and encourage future research ac8vity
Dr Donna Mathewson Mitchell
Upcoming edited book: Voices in Visual Arts educa0on: Stories of prac0ce and place Publisher: Intellect (UK) Proposed publica8on date: 2016 Contribu8ng co-‐authors: Elizabeth Gallwey, Fiona Hayward, Les Quick, Elizabeth Sarks, Bernade<e Wood
Australian Catholic University Strathfield, NSW [email protected]
• Outcome of Voices in Visual Arts
Educa1on research program 2011-‐ • Collabora8ve research with teachers
focused on examining classroom prac8ce over 8me
• Each teacher completed par8cipatory ac8on research
• First chapter presents a collec8ve biography of teachers-‐ examining the implica8ons of career star8ng points
• Remaining chapters of the book are co-‐authored with teachers to present their research findings
• Final chapter draws the lived experiences of teachers together to examine prac8ce in visual arts teaching more broadly
• Journal ar8cles about the research program
can be found in: Interna8onal Journal of Art & Design Ed (2015), Arts Ed Policy Review, Aus Art Ed., Interna8onal Journal of Educa8on and the Arts (2015)
Brydie-‐Leigh Bartleet, Griffith University, South Brisbane Dawn Benne<, Cur8n University, Perth
Anne Power, University of Western Sydney, New South Wales Naomi Sunderland, Griffith University, South Brisbane; and invited authors represen8ng First Peoples from Australia,
Canada and New Zealand
» This volume offers higher educa8on ins8tu8ons, communi8es and organiza8ons that wish to establish their own arts based service learning projects a range of resources, such as a processes and prac8ces that are essen8al in crea8ng and sustaining respecgul and transforma8ve arts based service learning projects with First Peoples and a concrete explora8on of how such projects can enhance the quality and suitability of First Peoples’ cultural content across mul8ple higher educa8on disciplines and degrees. In partnership with communi8es around Australia and interna8onally, contributors reflect on a range of exis8ng projects and ac8vi8es, offering rich and engaging first-‐hand accounts of student, community and staff experiences of, and recommenda8ons for, arts based service learning projects, drawn from a major na8on-‐wide study funded by the Australian Government’s Office for Learning and Teaching.
Enhancing crea+vity for giFed and talented students: A Visual Arts classroom
perspec+ve Introducing The Dynamic Crea8vity
Process Model
Michelle Ronksley-‐Pavia Griffith University
Gold Coast m.ronksley-‐[email protected]
INSIGHT
RECURSION
The Dynamic Crea8vity Process Model
• This model is designed to be used across the curriculum as a holis8c approach to enhancing crea8ve and the ar8s8c poten8al of giked (and all) students;
• The model supports student learning using divergent and convergent thinking;
• This encourages higher-‐order thinking, integra8on, intui8on and evalua8on.
The Dynamic Creativity Process Model (DCPM) used to develop a program of activities designed to enhance creativity (after Runco, 2007; VanTassel-Baska, 2004;
Wallas, 1926). Note: This is a work in progress.
The Dynamic Creativity Process Model (DCPM)
For further details see: Ronksley-‐Pavia, M. (2014). Enhancing crea8vity for giked and talented students: A Visual Arts classroom perspec8ve. TalentEd, 28, 32-‐44.
Alexandra Cutcher, Southern Cross University
Endorsements…. …offers an excellent example of the use of novel approaches to social research that are designed to raise important ques8ons...The mul8genera8onal perspec8ve of Hungarian migrants to, and immigrants in, Australia, disclosed and examined herein, is not merely a fascina8ng and urgent topic in itself. It also encourages and enables the reader to imagine analogous social phenomena in other places and 8mes. This fact, in conjunc8on with an extraordinarily effec8ve format, is what makes this, for readers of all sorts, an important and empowering book — one that I hear8ly recommend.
Tom Barone
This compelling auto/biography grips the reader in a seduc8ve way… Arts based research offers a dis8nc8ve array of aesthe8c engagements that help us grapple with these stories in powerfully revealing and instruc8ve ways. Cutcher does a remarkable job of bringing her auto/biography to life and ul8mately provides an excep8onal example for others.
Rita L. Irwin
Dr Alexandra Cutcher Southern Cross University
David R. Modler Shepherd University West Virginia, USA
Interna0onal Collabora0ons: Preparing Visual Arts teachers through shared artmaking
• Shared visual diaries • Shared large scale canvas
pain1ngs The learnings: • Art educa8on as interna8onal prac8ce • Confirming and nega8ng stereotypes • Collec8ve line of inquiry -‐ Shared thinking,
Shared space • Dialogic -‐ Personal conversa8on, No8ons of
in8macy, Feeling vs. thinking, “image of thought”, where the image meets the word, when words are not enough
• Wonder and delight -‐ Element of surprise, Honoring the contribu8on, Integra8ng vs. domina8ng
• Connec8on – Interna8onaliza8on, “You are not the only one”, ar8s8c and personal understanding
• Collabora8on – Invita8on, Contribu8on, Nego8a8on, Recogni8on, call and response
Dr Susan Davis CQUniversity, Noosa [email protected]
The Open Storybox is an arts-‐based professional learning program for early childhood educators. It aims to build teacher confidence and capacity in using the arts for learning and imagina8on. A related research program is being conducted to examine the learnings emerging from each process. The program was piloted in 2014 with Sydney Theatre Company and in 2015-‐16 a number of itera8ons of the program will be offered in partnership with Patch Theatre Company.
Leading interna1onal theorists and researchers from across the UK, Europe, USA and Australia combine theore1cal discussions, research methodologies, accounts of research and applica1ons in classroom and learning contexts, as they explore concepts from Vygotsky's founda1onal work and interrogate key concepts such as perezhivanie (or the emo1onal, lived experience), development of self, zone of proximal development.
With chapters by Australian researchers: • Susan Davis • Michael Anderson • Penny Bundy, Erika
Piazzoli & Julie Dunn • Robyn Ewing
Mar+n Kerby & Margaret Baguley St Joseph’s Nudgee College/University of Southern
Queensland • Currently involved in two grants associated with the commemora8on of the centenary of ANZAC
• Queensland Anzac Centenary Grant • Australian Government Anzac Centenary Arts and Culture Fund Public Grant (32 successful applica8ons – only school/university partnership awarded)
• Both grants encompass five dis8nct but interrelated arts and culture projects: evening sound and light show; four large-‐scale ar8s8c dioramas; museum exhibi8on display; six-‐panel tex8le artwork; and a children’s picture book
• The aims of the grants are to support projects which enhance our understanding of the Anzac legacy
• The outcomes of the grants will be presented on October 24, 2015 at St Joseph’s Nudgee College, Brisbane.
Mar+n Kerby & Margaret Baguley St Joseph’s Nudgee College/University of Southern
Queensland
Dr Michelle Ludecke
Faculty of Arts & Educa8on
Deakin University
Duet: h<ps://www.youtube.com/watch?v=3nSRabfz6uU
‘The First Time’: h<ps://www.youtube.com/playlist?list=PLB1ED0FDEF2AA8836
The dance work pictured is a recent addition to my performed research ‘The First Time’. The untitled duet was crafted to bring together the comparable experiences of first year teachers, and similarities in findings regarding teacher identity. I believe presenting arts-based research can expand the avenues through which the results of research are made available to relevant audiences, to compliment traditional ways of thinking about and doing educational research.
Michelle
Dancing the Data
FACULTY OF EDUCATION
Celebra+ng Research Interna+onal Arts Educa+on Week
2015
The Curious Schools Project A professional learning ini8a8ve on teacher curiosity and make classroom crea8vity visible to peers and public.
Mary Ann Hunter & Sherridan Emery
The Arts, primary and early childhood ini+al teacher educa+on, and e-‐learning in Australian universi+es
Bill Baker, Sharon Thomas, Mary Ann Hunter
What are academic percep8ons of the quality of student learning in this environment, and the applicability of an online
context to learning in Arts educa8on?
Results of na1onal survey to be published soon.
Educa+on, Arts and Sustainability: Transforming Learning in an
Unsustainable World
Mary Ann Hunter, Sherridan Emery, Arnold Aprill, Allen Hill
For humans to con8nue to live on this planet, we need to reverse our own trajectory, and reframe our thinking and
ac8ons. An integra8on of Educa8on for Sustainability and Arts Educa8on
Due for Publica1on: 2016 Springer Press
Songmakers: An Industry-‐led Approach to Arts Partnerships in
Educa+on
Mary Ann Hunter and Tina Broad with APRA-‐AMCOS
Aler8ng arts industry and educa8on stakeholders to the value of mentoring partnerships between ar8sts and school students in a
contemporary music program.
2014-‐2017 Program Evalua1on and Partnership
Robyn McCarthy
• Learning to be well together: A cultural wellbeing framework: Sherridan Emery
• Crea+vity, resilience and early career teachers: Robyn McCarthy
• The Role of the Marimba on Students' Musical Self-‐Percep+on and Instrumental Reten+on During the Four Years of High School Educa+on: Gerard van der Geer
And morsels of individual research projects…
“Performing” research in Vienna Dawn Benne<, Cur8n University
Understanding complex graduates employment outcomes in the
crea8ve industries
Crea8ve Workforce Survey, 2013, Western Australia, 182
Dawn Benne<, Cur8n University
1 paid job 35.8% 2 paid jobs 31.8% 3 paid jobs 11.2%
Commissioning and researching new works: rethinking interpreta8on and performance
Copyright © Nicole Murphy 2012. All Rights Reserved.
Viola
Piano
Still q=56
p pp
Still q=56
pp
7
p mp
pp
A11
pp p
A
sim.
PIANO
Surface
Nicole Murphy
for viola & piano
3
3 3
International Symposium on Performance Science © The Author 2013, Published by the AEC ISBN 978-2-9601378-0-4 All rights reserved
Collaborative understandings in the preparation of a new work for viola and piano
Dawn Bennett1 and Diana Blom2
1 Faculty of Humanities, Curtin University, Australia
2 School of Music, University of Western Sydney, Australia
The interpretation of a musical work can draw on multiple sources, in-
cluding aural experiences, metaphors, written texts, and other works by
and interactions with the composer. These “experiential anchors” reso-
nate with previous musical experiences to inform an “interpretive plat-
form” from which a performer’s practice and performing process devel-
ops. As such, the first stage of learning a new work is vastly different for
canonic repertoire than it is for a piece that is newly composed. This pa-
per reports findings from a project of commissioned works that were re-
ceived without explanatory program notes from the composers. This en-
abled a unique interrogation of the process through which an interpreta-
tive platform is built and negotiated. Focusing on a work for viola and pi-
ano composed by one of the authors, the collaborators share their indi-
vidual interpretive frames with each other for the first time as part of the
paper-writing process. The subsequent response and rethinking of the
work, when underlying compositional thinking is given, is described as
dialogue. The paper uncovers some of the differences and intersections
that may lead to a collaborative interpretive platform. They also reveal
insights into the hierarchical relationship between creator and inter-
preter.
Keywords: new music; collaboration; interpretation; practice-led re-
search
Collaborative understandings within a chamber music duo are concerned with seeking an interpretation of the work that is satisfying to both perform-ers. This paper investigates the collaborative understandings that developed while learning a new viola and piano work titled Into the Sun (Blom in press). One of several works commissioned for a project titled Australia East and
Dawn Benne<, Cur8n University
“We have to find ways to grieve together because it’s far too hard to do it on our own.”
Indigenous repor8ng by Cur8n students: h<p://inkwirenews.com.au/
Dawn Be
nne<
, Cur8n
University
Innovative Curriculum and Pedagogy through Creative
Arts
Antoine<e Geagea, PhD Candidate Murdoch University, Perth
& Program Leader, MAP4U Crea8ve Arts Ini8a8ve
MAP4U’s Creative Arts Initiative Purpose:
Widening higher educa+on par+cipa+on in low SES schools in WA Design: Mul8modal and mul8dimensional psycho-‐social interven8ons that promote social and educa8onal inclusion for disengaged and disaffected students at high school Delivers Arts –rich curricular and extra-‐ curricula par8cipa8on in authen8c learning environments with learning outcomes mapped to the current Australian Curriculum Reach: 300 students across 20 low SES schools in Perth’s southern corridor Key Features of the program: • Industry-‐standard film ac8ng, design, screen and sound produc8on skills and knowledge to
willing, eligible and able students seeking to apply to university via alterna8ve pathways • Students, industry professional, teachers and university student mentors working together in
a healthy, posi8ve and aspira8on-‐building environment to produce a porgolio of crea8ve artwork
• Ongoing touch-‐points along the way to scaffold and support student aspira8ons and realisa8on of higher educa8on par8cipa8on
“Students engage as part of a professional film set, working with highly experienced practitioners and Murdoch University students as mentors. This motivates them to think about their future as well teaches them the value of teamwork, communication, and discipline. It also inspires them to take pride in their participation and what they have achieved”
“A marked change in the attitudes of students in each school, both participating and non-participating, we call it the ‘ripple’ effect”
Links: Channel 9 story for Gilmore College 2013 – h<p://www.youtube.com/watch?v=U2SpLjRXKFg
Channel 9 na8onal cross during filming at Warnbro 2014 -‐h<p://www.youtube.com/watch?v=Hd3WkZZE3dE&feature=youtu.be
“In the 0me that the program has been running, it has encouraged dozen students to consider and apply to Uni aMer high school—it is providing links to pathways most students don’t know exist, or careers they thought were beyond their reach”.
Dr Kim Snepvangers UNSW Australia: Art & Design Program Director Art Education [email protected]
Tess Allas UNSW Australia: Art & Design Director Indigenous programs
Developing expertise and engagement with Indigenous perspectives in
tertiary Art & Design
• 2 x Learning & Teaching Innovation Grants & publications;
• Co-authoring with Indigenous and non-Indigenous participants, historical & contemporary, intergenerational;
• Evolving curriculum through interrogation of personal & professional artistic & educational practice;
• Research interviews with alumni, Indigenous preservice graduates, artists, educators & curators within the ‘cultural interface’.
Tess Allas dogma 2011
etching and aquatint from 2 plates on Velin Arches 300gsm
image size 26.5 x 18.5 cm, paper size 45 x 35 cm image courtesy of Cicada Press.
Wesley Shaw-BArtEd Alumni, UNSW Australia: Art & Design. Yuin, Wreck Bay (Jervis Bay), New South Wales. http://www.youtube.com/watch?v=iR_vmNaGMwc Vic Chapman, Aboriginal Artist/Elder/Educator interviews Wesley Shaw, COFA BArtEd Alumni, Visual Arts Teacher, about his educational journey. The video highlights key moments and overcoming criticism, inspiring people, background, community and guidance, taking up opportunities, learning through Visual Arts, overcoming obstacles and inspiring students.
Dr Kim Snepvangers UNSW Australia: Art &
Tess Allas UNSW Australia: Art & Design Director Indigenous programs
Dr Kim Snepvangers UNSW Australia: Art & Design Program Director Art Education [email protected]
Tess Allas UNSW Australia: Art & Design Director Indigenous programs
iPads in the Early Years Developing literacy and creativity By Michael Dezuanni Karent Dooley Sandra Gattenhof Linda Knight Series: Routledge Research in Early Childhood Educa8on
an action research project connecting Arts education to
creativity research…
TEACHING CREATIVITYarts teaching & learning
processes for creative thinking
Jacqueline Twigg Arts Curriculum Development Leader
St Teresas Catholic College, Noosa Qld
•
Jacqueline Twigg Arts Curriculum Development Leader
St Teresas Catholic College, Noosa Qld
secondary school curriculum design providing foundations for education in all 5 artforms
as the foundation blocks of creativityTEACHING CREATIVITY
examining pedagogy, assessment indicators,& recommendations for teacher training
Visual Transcripts
Ñ As exemplars of the voices of artists, audiences, theorists and students in real time, visual transcripts enliven research in the intercultural arts. They capture the interactions taking place.
Ñ Visual transcripts in music might be in the form of a series of still images accompanied by descriptive text. They may be a series of tracings of still images, narrative and music notation. Change is in accordance with meaning in context (Bezemer & Mavers, 2011).
Ñ Transcripts have an accompaniment of diagrams to symbolically represent modes interacting as a form of dialogue. The “space of music dialogue” is a conceptual framework that assists multimodal analysis of music and other performing arts: dance, drama, visual and media arts (Tomlinson, 2015) .
Michelle M. Tomlinson, Griffith University, Queensland, Australia
My Lovely Piano by Bob (5 years) Michelle M. Tomlinson, Griffith University, Queensland, Australia
Bar 1 Bar 5 Bar 10 Bar 15
Mod
al H
iera
rchy
VOICE
GAZE
MUSIC RHYTHM PHRASING
HEAD SHOULDERS FINGERS
PROXEMICS
Bar 25
Bar 20
Bar 35 Bar 40 Bar 45
Bar 20
Mod
al H
iera
rchy
M
odal
Hie
rarc
hy
Bar 30
WHOLE BODY MOVEMENT
293 Figure 52. Music score transcript and modal configuration showing music to speech rhyme: Sebastian's Garage Rap.
Gestural Mode: Whole body move Facial expression Hands, arms Feet, legs Head nod Visual Mode: Artifacts, Toys, ribbons, puppets, props, costumes, Hoops scarves Picture books, Technology Gaze
Technical Affordances: Digital Games Electrical Musical instruments Media
Formal affordances, elements of music: Melody, Pitch, Rhythm, Harmony, Timbre, Tempo, Phrasing, accents Dynamics, silence
Influences: Home and Community. Social, cultural experiences
Audio Mode:
Spatial Mode: Direction
Influences: Networked Learning. Border crossing Intercultural exchange
Transmodal redesign: Students over time redesign meaning across modes and
reveal new conceptual understanding of the elements of the Arts
Transformational redesign: Students’ interactive use of
modes for redesign of meaning. Situated music invention.
Figure 1: The Space of Dialogue in the Arts
Linguistic Mode: Verbal, lyrical, written
Free Traits Values: Affective Kindness Gratitude Tolerance Friendship
Dance
Mimetic Mode: Sonic Pi Kontakt Live coding Granulate
Drama
Music
Media Arts
Visual Art
Michelle M Tomlinson, Griffith University, Queensland, Australia
Interlacing the Threads of Practice���
AARE Research Poster
Visually represen1ng design & teaching
prac1ce, specifically what has the poten1al to evolve ter1ary art and design students’ conceptual, skills-‐based and evalua1ve
prac1ce within the structures of university educa1on.
Ivana Taylor�
UNSW Australia: Art & Design Art Education & Design student
Textiles & Object Studio Design Stream
Falling Banksia Hand-pulled Rug Design 2015
Tetrahedrix 100% cardboard chair 2013
Darwin’s Friends Evolve Textile Pattern for Furnishings 2014
Baby Genie Textile Pattern Apparel 2014
Informed by my Textiles & Object Studio Design Stream, I aim to creatively represent pathways that
transform practice using the metaphor of interlacing, where ideas pass iteratively over, under
and between as elements cross paths, aiming to form an interconnected whole
To the Maker the Making is the Made 2013
Recycled crotchet neckpiece ‘Making is Connecting’
Based on David Gauntlett’s ‘Making is Connecting’
Performing Scholar+stry Edited by Robyn Ann Ewing & Adra L Cole focuses on research in which performance is integral to the arts-‐informed research process. The chapters demonstrate that performance is a valuable way of knowing that gives voice and physicality to words and a sense of being in the moment. Authors reflect on issues, dilemmas, provoca8ons and inspira8ons associated with imagining, designing, crea8ng and performing non-‐tradi8onal innova8ve research projects. Ewing, R., Cole, A. (2014). Performing scholar1stry. Nova Sco8a: Backalong Booksfocuses
Crea+ve body-‐based approaches for numeracy learning in South Australia
Interna+onal Arts Educa+on Week May 2014 -‐ 2015
Interna+onal Arts Educa+on Week May 2015
Work started last year during Interna+onal Arts Educa+on Week in South Australia is con+nuing… This short film documents the use of drama-‐based pedagogy as the founda8on of a Crea8ve Educa8on Partnership project led by interna8onal partner Assistant Professor Ka8e Dawson, University of Texas at Aus8n, working with the Arts>Rich>Together (A>R>T) collec8ve: Carclew, Arts SA, Adelaide City Council, Department for Educa8on & Child Development (DECD), University of South Australia, Flinders University, Come Out Fes8val, Patch Theatre, Windmill Theatre...
• h<ps://www.youtube.com/watch?v=wB5kC5Jh4aI
JUST RELEASED!!!! The Wisdom of Many: Interna+onal Yearbook for Research in Arts Educa+on 3/2015 Edited by Shifra Schonmann Published by Waxmann Chapters by Australian researchers including: • Michael Anderson • Penny Bundy • Susan Davis • Kelly Freebody • Sandra Ga<enhof • John O’Toole • Robin Pascoe • Jo Raphael • Meg Upton
INTERNATIONAL ARTS EDUCATION WEEK 2015
