Stay Gold

This chapter focuses on the experiences of participants in an intergenerational art program for LGBTQIA+ audiences, which takes place at the Museum of Contemporary Art, Tucson (MOCA). In this chapter, the authors outline the impetus and purpose of this program. They consider the impact that it has had on LGBTQIA+ individuals and the formation of an intergenerational community. From combating loneliness to creating connections across generations, this program invites individuals into the museum space who identify as LBTQIA+ but rarely have the opportunity to connect with one another. Facilitators and participants design projects and gallery activities that promote engagement through dialogue and art-making. As such, art provides connections that give participants opportunities to share and learn from one another. Contemporary art and the museum become sites for engagement. Gallery activities and art-making allow participants to experiment with a range of materials and learn new skills through humor, play, creative inquiry, and collaboration.

(Un)seen Undulation: Reflecting on the Ripples made by Artist-Teachers and Researchers

This Artistic and Creative Inquiry (ACI) uses personal narrative to share examples of how poetry has been successfully used in both classroom and academic support settings to enhance students’ understanding of course concepts and to identity their own learning preferences. This pragmatic discussion of poetry as a teaching tool is then coupled with a poetic exploration of artist-teacher identity and how this identity influences teaching approaches. The inquiry concludes with a discussion of the power that exists when there is an awareness and ownership of the role of artist-teacher (and researcher) and the impacts that it can have on students and ultimately society.

NARRATIVE FUTURING

In this paper I explore the scholarly potential of a narrative futuring methodology for writing-as-becoming within the context of the future imaginary. Through an experimental bricolage of future fiction, theoretical exploration, and personal essay, I attempt to perform a methodology that troubles temporal boundaries and allows me to write my way into the new. I situate this exploratory work within a rich heteroglossia of creative futures and speculative writing that exists both in and outside the academy and informs my narrative futuring praxis. New materialism and post humanism provide the onto-ethico-epistem-ologies for this creative inquiry in which I attempt to entangle myself with rational possibility, absurd potentiality, and poetic virtuality. The future narrative here is neither predictive nor prophetic, but rather is taken up as a mechanism for doing futures-oriented theory; this is a writing-as-reaching into thick assemblages of the not-yet and storying the productive partiality of narrative (non)representation.

Undergraduate Images of Research + Arts Competition: Lessons Learned and Future Directions

In 2018, the Office of Undergraduate Research & Creative Inquiry (UR&CI) at The Ohio State University (OSU) established an Images of Research + Arts (IR+A) Competition for undergraduates to capture and share the essence of their research in a unique and visually stimulating format (UR&CI 2020). This vignette describes the process, lessons learned, and future directions of the IR+A Competition.

Stay Gold

This chapter focuses on the experiences of participants in an intergenerational art program for LGBTQIA+ audiences, which takes place at the Museum of Contemporary Art, Tucson (MOCA). In this chapter, the authors outline the impetus and purpose of this program. They consider the impact that it has had on LGBTQIA+ individuals and the formation of an intergenerational community. From combating loneliness to creating connections across generations, this program invites individuals into the museum space who identify as LBTQIA+ but rarely have the opportunity to connect with one another. Facilitators and participants design projects and gallery activities that promote engagement through dialogue and art-making. As such, art provides connections that give participants opportunities to share and learn from one another. Contemporary art and the museum become sites for engagement. Gallery activities and art-making allow participants to experiment with a range of materials and learn new skills through humor, play, creative inquiry, and collaboration.

Intelligent Environments and Public Art

Intelligent environments combine the promise of ubiquitous computing with artificial intelligence and are increasingly being used in public art. The agent-based approach to artificial intelligence (AI) uses the intelligence function to characterize agent-based behavior. The inputs to the intelligence function, perception of the environment and the agent's internal state, combined with the outputs of the function, actuation and changes in internal state, provides a lens with which to categorized AI-based public art. Such works can be classified as generative, reactive, interactive, learning, or static. To illustrate this taxonomy, this paper gives examples of public artworks that fit into each of the five categories and uses the taxonomy to suggest new areas of creative inquiry.

The Main Course Was Mealworms: The Epistemics of Art and Science in Public Engagement

In this paper we share an emerging analytical approach to designing and studying STEAM programs that focuses on how programs integrate the respective epistemic practices—the ways in which knowledge is constructed—of science and art. We share the rationale for moving beyond surface features of STEAM programs (e.g., putting textiles and electronics on the same table) to the disciplinary-specific ways in which participants are engaged in creative inquiry and production. We share a brief example from a public STEAM event to demonstrate the ways in which this approach can foster reflection and intentionality in the design and implementation of STEAM programs.