scholarly journals Lower Case Truth: Bridging Affect Theory and Arts-Based Education Research to Explore Color as Affect

2021 ◽  
Vol 20 ◽  
pp. 160940692199891
Author(s):  
Ellie Haberl
Keyword(s):  
Education Research ◽  
Visual Arts ◽  
Lived Experiences ◽  
Affect Theory ◽  
Western United States ◽  
Visual Method ◽  
School Practice ◽  
Lower Case ◽  
Project Participants ◽  
Grade Classroom

As education researchers increase our focus on affect as a crucial dimension of school practice and pedagogy, we also have the responsibility of taking up the paradoxical nature of seeking to represent and analyze moments of feeling that, by their very nature, evade our understanding. This article explores the question of attending to affect in education research by drawing on research conducted in a seventh grade classroom in a mid-sized city in the western United States, where students were explicitly invited to ground argumentative writing in lived experiences that were significant to them, including those experiences often deemed difficult and thus saturated with affective intensities. Invited to use visual arts-based methods of representing the felt dimension of the project, participants used both color and abstract design as a method for representing the complexity of these affective intensities. The author makes an argument for this visual method of representation that invites students to illustrate their affective experience in ways that maintain its complex, contrasting and often non-linguistic nature.

scholarly journals Thinking critically about affect in organization studies: Why it matters

Organization ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Marianna Fotaki ◽  
Kate Kenny ◽  
Sheena J. Vachhani
Keyword(s):  
Lived Experiences ◽  
Affect Theory ◽  
Special Issue ◽  
Organization Studies ◽  
The World ◽  
New States ◽  
Shed Light

Affect holds the promise of destabilizing and unsettling us, as organizational subjects, into new states of being. It can shed light on many aspects of work and organization, with implications both within and beyond organization studies. Affect theory holds the potential to generate exciting new insights for the study of organizations, theoretically, methodologically and politically. This Special Issue seeks to explore these potential trajectories. We are pleased to present five contributions that develop such ideas, drawing on a wide variety of approaches, and invoking new perspectives on the organizations we study and inhabit. As this Special Issue demonstrates, the world of work offers an exciting landscape for studying the ‘pulsing refrains of affect’ that accompany our lived experiences.

scholarly journals "Me and my students' smartphones in the classroom": A case study using arts-based methods

2018 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Eleni Vakali ◽  
Alexios Brailas
Keyword(s):  
Qualitative Research ◽  
Education Research ◽  
Visual Arts ◽  
Emotional Response ◽  
Freedom Of Expression ◽  
Art Music ◽  
Arts Based Research ◽  
Research Questions ◽  
Basic Features

There is a new area flourishing within qualitative research based on methods using all forms of art: music, theatre, visual arts, and literature. In this paper we present an overview of the basic features of arts-based research; emphasizing on their meaning on education research, on the freedom of expression given to the participants in the research, and on the method the researcher applies to evaluate the collected data. We then present an arts-based research case study where the research questions relate to teachers’ reactions to the use of smartphones by students in the classroom. In this case study, teachers, especially those working on secondary education, are invited to portray their thoughts, emotions, and images that respond to these questions by painting them on a paper using markers. The findings show that the majority of the teachers are negative about the children using their smartphone in the classroom, along with evidence for teachers’ emotional response and how to confront the phenomenon.

scholarly journals A Discursive Sensemaking Perspective on Project-Based Work in Public Healthcare

2019 ◽  
Vol 50 (6) ◽  
pp. 657-672
Author(s):  
Nina Lunkka ◽  
Ville Pietiläinen ◽  
Marjo Suhonen
Keyword(s):  
Organizational Change ◽  
Working Conditions ◽  
Lived Experiences ◽  
Public Healthcare ◽  
Work Experiences ◽  
Healthcare It ◽  
Project Participants

This study investigates project participants’ sensemaking of lived work experiences during periods of organizational change within Finnish public healthcare. It introduces a discursive sensemaking perspective to investigate lived experiences, that is, reflexive practitioners’ situational thinking. Drawing upon 17 interviews, the study identifies diverse repertoires through which the lived experiences are considered meaningful. These are repertoires of: (1) transformation, (2) realism, (3) politics, (4) individuality, (5) reflexivity, and (6) senselessness. The results show that project-based work in public healthcare differs from project participants’ expectations because projects are perceived to increase rather than decrease bureaucracy and include unsustainable working conditions that have to be endured.

Understanding the ‘bigger picture’: Lessons learned from participatory visual arts-based research with individuals seeking asylum in the United Kingdom

2019 ◽  
Vol 10 (1) ◽  
pp. 95-118 ◽  
Author(s):  
Nelli Stavropoulou
Keyword(s):  
Visual Arts ◽  
Lived Experiences ◽  
Meaning Making ◽  
Lessons Learned ◽  
Visual Methods ◽  
Arts Based Research ◽  
North East ◽  
The North ◽  
The United Kingdom ◽  
Meaningful Participation

This article presents reflections from a participatory visual arts-based research study with individuals seeking asylum in the north-east of England. This study invited participants to represent their lived experiences through biographical and visual methods. In doing so, they engaged in a process of ethno-mimesis, accomplished through the production of images that function as sites for meaning making, self-representation and social critique. This article demonstrates how an arts-based approach can stimulate change and transformation in individuals’ lives by supporting meaningful participation in the knowledge production process and providing a safe space where participants are empowered by sharing stories that challenge, subvert and reimagine what it feels like to be an asylum seeker. Furthermore it suggests that in contrast to interview settings, through the process of ethno-mimesis participants were offered the time and space to consciously engage with their experiences and invest in their creativity and storytelling capacities in order to render their worldviews visible. Although the findings from this study reinforce an existing rich body of ethnographic work on lived experiences of asylum seekers, this study recognizes that the identified themes highlight the enduring impact of immigration policies on individuals asylum-seeking trajectories and focuses instead on how such experiences are creatively negotiated by participants.

scholarly journals Rakini Devi: Diasporic Subject and Agent Provocateur

2003 ◽  
Vol 28 (3) ◽  
pp. 229-244 ◽  
Author(s):  
HELENA GREHAN
Keyword(s):  
Visual Arts ◽  
Performance Practice ◽  
Lived Experiences ◽  
Indian Dance ◽  
Contemporary Performance ◽  
Classical Indian Dance

Burmese-Australian choreographer/performer Rakini Devi is informed by her diverse skills in the areas of classical Indian dance, visual arts and contemporary performance practice. She uses these skills as well as her satirical wit and storytelling abilities to create an intricate portrait of the lived experiences of a contemporary diasporic subject. This is a portrait that is not only aesthetically stimulating but also politically inflected and provocative at the same time. Through her work Devi encourages us to remember that diaspora is more than a theoretical trope, that it is a complex and often contradictory experience which results in joy as well as pain as it is played out on live bodies.

scholarly journals Pre-Service Visual Arts Teachers’ Perceptions of Their Experiences of School Practice: A Case of National Teachers College in Uganda

2018 ◽  
Vol 7 (1) ◽  
pp. 45-55
Author(s):  
Ssegantebuka Julius
Keyword(s):  
Visual Arts ◽  
School Environment ◽  
Quantitative Research ◽  
Teachers College ◽  
Teachers Perceptions ◽  
School Practice ◽  
Teaching Context ◽  
Teacher Colleges ◽  
Arts Teachers ◽  
Second Year

AbstractThe aim of this study was to describe and analyse the second year pre-service visual arts teachers’ perceptions of their experiences of school practice. School practice is a fundamental facet of all teacher preparation that strengthens one’s teaching competencies. Pre-service visual arts teachers in National Teacher Colleges (NTCs) in Uganda are trained as generalist on a two-year diploma program, leading to an award of a diploma in secondary education (DSE). During the entire training pre-service visual arts teachers are exposed to twelve weeks of school practice of which six weeks are done in year one and the remaining six weeks of school practice are done in their final second year. The study followed a quantitative research design where a self constructed questionnaire was administered to fifty pre-service visual arts teachers in one of the NTCs. Descriptive statistics were used to analyse the data collected through the questionnaires. Although the research revealed that pre-service visual arts teachers were satisfied with the general prior preparations for the actual teaching, they needed urgent support in using of a number of assessment strategies; accessing and using tools; selecting and using the most appropriate teaching methods and creating an effective learning environment. It was recommended that NTCs expose pre-service visual arts teachers to the ideal school environment that equips them with the necessary knowledge and skills needed for effective teaching and adaptive skills for any teaching context while still at teacher colleges.

Framing Complexity

2014 ◽  
pp. 327-338
Author(s):  
Douglas J. Loveless ◽  
Aaron Bodle
Keyword(s):  
Qualitative Research ◽  
Visual Arts ◽  
Lived Experiences ◽  
Theoretical Foundation ◽  
Research Tool ◽  
Arts Based Research ◽  
Digital Animation

This chapter introduces digital animation as an arts-based research medium by laying a theoretical foundation for its use and describing how it can become a participatory methodology. The authors link research through digital animation to performance, ethnodrama, film, photography, and visual arts traditions leading to a rationale for using animation as a qualitative research tool. A vignette of an ongoing ethnography contextualizes animation as a process and as a product. In this chapter, the authors argue that digital animation (1) facilitates the use of metaphorical imagery to vividly and emotively capture lived experiences and (2) invites a unique audience into the research discourse.

Splashes of light: Parents of children with dyslexia explore experiences through visual arts

2020 ◽  
Vol 16 (1) ◽  
pp. 115-128 ◽  
Author(s):  
Jennifer Watt
Keyword(s):  
Learning Disabilities ◽  
Focus Group ◽  
Visual Arts ◽  
Lived Experiences ◽  
Research Study ◽  
Depth Interviews

Abstract This article examines the critical disability praxis grounding a research study that explored the lived experiences of parents of children with dyslexia through in-depth interviews and arts-based focus group. The participants engaged in visual arts practices to create provoking images of the issues facing themselves or their families. This multimodal experience became an opportunity for the participants to raise awareness of the needs of families with learning disabilities. This article focuses on two parent-artists who created visual pieces that shared a thematic focus on darkness and light. Both pieces contribute to a deeper understanding of the challenges and difficulties that these parent-artists encountered, but also gave them the opportunity to voice the more affirmative and empowering aspects of their experiences.

scholarly journals Why Video? How Technology Advances Method

2015 ◽  
Author(s):  
Martin Downing
Keyword(s):  
Qualitative Research ◽  
Lived Experiences ◽  
Visual Method ◽  
Technological Barriers ◽  
Living With Hiv ◽  
Hiv Aids ◽  
Technology Advances

This paper reports on the use of video to enhance qualitative research. Advances in technology have improved our ability to capture lived experiences through visual means. I reflect on my previous work with individuals living with HIV/AIDS, the results of which are described in another paper, to evaluate the effectiveness of video as a medium that not only collects data, but also produces knowledge. I have provided strategies for confronting specific technological barriers and concerns in research. I made sure to consider my own role within this research, and have chosen to share the personal insights and revelations that occurred in light of using this visual method.

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