ARTS RESEARCHERS & TEACHERS SOCIETY [ARTS SIG]
Societé des chercheurs/chercheuses et des enseignants/enseignantes des arts
PUBLICATION AWARDS RECIPIENTS
Awarded publication: Fidyk, A. (2019, Spring). Trauma-Sensitive Practice for New Teacher Standards: Addressing the Epidemic of Our Times. In education 25(1): 51-76
Publication award recipient is Alexandra Fidyk, associate professor in Department of Secondary Education, University of Alberta. Alexandra teaches curriculum studies, advanced research (hermeneutics, poetic inquiry, depth psychological inquiry), analytical psychology and trauma studies in relation to teaching and learning. Her transdisciplinary research regarding mental health and wellness supports pre- and in-service teachers as well as health care providers in school contexts.
Awarded publication: Innovative Exemplars and Curriculum Created from Online Videos of Visual Artists in
Greater Sudbury by Kathy Browning
B. Ed. students created innovative exemplars in a variety of media and Art Education lessons inspired by online videos of Indigenous, Francophone, and Anglophone artists. They imported video stills and clips from online nationally award-winning streamed videos, Teachers Facilitation Guides, artists’ web sites, and DVDs then cut & pasted into PowerPoint. The resulting group assignments were presented with artists’ background information, images of their inspirations, photographs of their exemplars created, relationship to Art Education guidelines, lessons for schools, and assessment tools along with their original exemplars. Each student in the group created in a different media than their group members while choosing a different inspiration from their chosen artist. The streamed, linked and library-accessible videos (see https://www3.laurentian.ca/visual_artists/) served as inspiration for student teachers’ creation of their own amazing curricular exemplars.
Through her digital research on artists Browning has facilitated students to be able to interpret artists’ works and create art that informs their professional teaching practice. By providing these fourteen videos students can create, reflect, analyze, and critically discuss these artists’ works by using digital videos which support presenting, responding, exploring visual forms and valuing, and offering a sense of identity in cultural contexts while making connections beyond the classroom. This rich student Art Education experience will encourage others to use these ideas and resources, videos, and facilitation guides, in their classrooms while making connections with the community, in Ontario and by extension, elsewhere in Canada and the world. The URL for this article is https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40357/36368.
Reviewer Comments: This is a valuable contribution with significant knowledge mobilization beyond the article, through the creation of the artists’ website. The article can be a catalyst, as is the website – there is an invitation for students to find and video-tape artists in their own place; and/or create their own artwork, interviewing, reflection about the connections of place and art. The article identifies the challenge, and then takes action, to create a meaningful resource for students, student teachers, and educators.
I love looking into the students’ creative responses. The photos in this article are so striking and so inspirational. It makes me want to try this project out at the earliest possible chance I get with my B.Ed. students.
Awarded publication: Ways of Attending: Art and Poetry by Carl Leggo and Rita L. Irwin
ARTS Publication Award Name recipient: Monica Prendergast, University of Victoria
Publication: Prendergast, M. (2017). Delegated Performance: Interdisciplinary Tensions, Provocations and Questions
Award recipients: Nané Jordan, Pamela Richardson, R. Michael Fisher, Barbara Bickel, and Susan Walsh, 2017
Publication: Jordan, N., Richardson, P., Fisher, R. M., Bickel, B., & Walsh, S. (2016). Provoking Curricula of Care: Weaving Stories of Rupture Towards Repair. Journal Of The Canadian Association For Curriculum Studies, 14(1), 33-54.
Diane Conrad and Jaime Beck, 2016
University of Alberta
Conrad, D. & Beck, J. (2015). Towards articulating an arts-based research paradigm: Growing deeper. Critical Approaches to Arts-Based research, 5(1), 1-26.
Reviewer comments: In this exceptional paper Conrad and Beck offer the reader a discussion that is anchored in several research paradigms that provoke and problematize the thinking around what is arts-based research and one that is continually evolving. Particularly significant is the unique inclusion of the spirit and imagination, which is initially grounded in the contextual and relational concepts of Indigenous beliefs, before moving into broader contexts. They do not aim to establish a paradigm, instead they invite a conversation, and through this invitation make a very thoughtful contribution. The article challenges, as well as encourages, other authors to participate in further discussions to push the field forward. The reader is left with questions and a lingering feeling to ponder the ideas richly offered in the article. As the authors conclude, “We welcome others to build upon these humble ruminations” (p. 20).
George Belliveau, 2015
University of British Columbia
Abstract: In this paper I examine five research-based theatre projects that I developed over the last two decades. The projects provide examples to reflect upon particular commitments artist-researchers frequently navigate when engaging in performed research. Central to the paper is an examination of the intended audience for each project, along with my position and perspective as creator (or facilitator) of each theatre-based piece. In my description and analysis of the projects I share excerpts of the theatre scripts as well as discuss some of the tensions that emerged by engaging with this artistic approach to research.
2011 - 2014 Publication Award Committee: Marni Binder, Diane Conrad and Carl Leggo.
Rubén Gaztambide-Fernandez, 2013
OISE - University of Toronto
Why the arts don’t DO anything: Toward a new vision for cultural production in education. Harvard Educational Review 83(1), 211-236.
Abstract: In this essay Rubén A. Gaztambide-Fernández uses a discursive approach to argue that mainstream arts in education scholarship and advocacy construes “the arts” as a definable naturalistic phenomenon that exists in the world and is available to be observed and measured. In the course of his analysis, he examines how this construction is employed through what he calls the rhetoric of effects as part of the mainstream discourses used in arts in education research today. He describes how this positivistic rhetoric masks the complexity of those practices and processes associated with the arts, limiting the possibilities for productively employing such practices in education. In addition, he explores how discourses of the arts both arise out of and continually reify hierarchical conceptions of artistic practices in education and broader society. He concludes by proposing an alternative rhetoric of cultural production, arguing that moving toward this new way of understanding practices and processes of symbolic creativity is critical for expanding our vision for the arts in education.
Reviewer Comments: This article presents an erudite and eloquent argument for thinking about the arts and pedagogy in new ways. His response to the dominant rhetoric of the “effects” of art in education is groundbreaking. His alternative notion of art as cultural production “takes as its starting point the idea that symbolic work is part of everyone’s everyday life and that, as such, it should be front and centre in education; while the arts may not doanything, symbolic creativity is fundamental to cultural life, and education is fundamentally cultural” (p. 226). With connections to his research in arts-focused high schools he convincingly advocates for the need to move forward conceptually and the significance of doing so. His argument is current, relevant and necessary. This paper is a must read for anyone working in arts education. Brilliant work!
Susan Walsh, 2012
Mount Saint Vincent University
Contemplation, artful writing: Research with internationally educated female teachers.Qualitative Inquiry, 18(3), 265-276.
Abstract: In this article, I experiment with artful writing as a means of contemplating research with internationally educated female teachers. In doing so, I sit with, listen to, write from particular moments of the research process. I also compose found poems from words and phrases in the transcripts. My intention is to dwell with particular artifacts, rather than analyze or interpret them according to a theoretical framework. In this work, I consider Deleuze and Guattari’s writing about art and also Shambhala/Buddhist Chögyam Trungpa’s teachings about Dharma art—all of whom contend that art is a form of bodily attunement to and awareness of the physical world through perception, the senses, sensation rather than a means of expressing the self and/or representing something. In a broad sense, I am interested in how the practice of contemplation through artful writing might inform, transform the research process.
Reviewer Comments: This is an exemplary paper—theoretically sophisticated, conceptually innovative, and heartfully engaging. The paper demonstrates/performs possibilities for creative and transdisciplinary dialogue that acknowledges connections between Buddhist philosophers’ Dharma art and Deleuze and Guattari’s writings about art, all in the service of pedagogy and research that are activist and transformative. The author’s practice of “dwelling with” research artifacts (rather than viewing them as objects for analysis) and responding through poetry is a truly ethical attitude towards the internationally educated female teachers with whom her research engaged. Marvelous work!
Joe Norris, 2011
Towards the use of the 'Great Wheel' as a model in determining the quality and merit of arts-based projects (research and instruction). International Journal of Education & the Arts, 12(Special Issue 1.7).
Abstract: Building upon a First Nations circle metaphor this paper explores how employing the interrelated concepts of pedagogy, poiesis, politics, and public positioning can provide a more holistic approach in designing and assessing arts-based projects be they for instructional and/or research purposes. It takes a ‘postmodern’ stance (Giroux, 1991), integrating Western and First Nations epistemologies to provide an organic framework that articulates how these and other concepts interrelate, providing a more inclusive model of assessment. First, it outlines a conceptual framework that follows Paula Underwood’s (2000) suggestion to use a “traditional medicine wheel for enabling learning and for gathering wisdom.” It then utilizes the constructed model to examine a few arts-based cases, indicating how each project will have its own particular emphasis within the various quadrants with unique characteristics.
Reviewer Comments: This is a superb paper that presents several significant conceptual ways to support arts pedagogy and arts-based inquiry. It is engaging and compelling, thoughtful and generous, evocative and provocative. His exploration of a holistic approach that adapts and honours the First Nations Medicine Wheel is highly creative, offering an alternative model for designing and assessing arts-based projects, with relevance for all those working in and through the arts. The paper is a mature and sophisticated work, based on a long commitment to the arts and education. The reviewers particularly appreciated the way the paper reviews a wide range of scholars and scholarship, and presents both theoretical perspectives and exemplars for consideration. Outstanding!