EL ARTÍCULO QUE ME DIO LA IDEA DE TRABAJAR SOBRE EL "VER" Y QUE ME HA TRAÍDO HASTA ACÁ (A TRAVÉS DEL LENGUAJE)
http://www.elmundotoday.com/2009/11/tapies-reniega-de-su-obra-tras-graduarse-la-vista/
PRIMEROS APUNTES:
ART-BASED RESEARCH by Shaun McNiff chapter 3
Cases which are devoted from the first
to scientific purposes and are treated
accordingly suffer in their outcome; while
the most successful cases are those in
which one proceeds, as it were, without
any purpose in view, allows oneself to be
taken by surprise by any new turn in
them, and always meets them with an
open mind, free from presuppositions.
(Freud, 1912/1958, p. 114)
Emphasis on method helps the researcher
avoid the confusion that may develop when
the internal inquiry is not informed by clear,
purposeful, and consistent organization. As
with artistic expression, structure often liberates
and informs the art-based researcher.
A colleague of mine describes how
students pursuing more personal visions in
research frequently initiate projects that
cannot be replicated or even used by someone
else. His guiding question with regard
to research methodology is, “Can someone
else do it?” (B. Logan, personal communication,
May 17, 2005)
I always encounter a certain reluctance to
recognize and trust personal creative resources.
In response to these doubts I say to students:
“What particular artistic project or series of
activities can you do to further your understanding
of this issue? What can you do that
is uniquely yours and that grows from the
authority of your experience? What feels
most natural to you? Where does your
authentic expertise lie? What is it that you
have done that others have not experienced
with the same range and intensity?”
Artistic inquiry, whether it is within the
context of research or an individual person’s
creative expression, typically starts with the
realization that you cannot define the final
outcome when you are planning to do the
work
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Project KNOWHOW
TRANSFORMATION
ART PRACTICE AS TRANSFORMATIVE RESEARCH
DEWEY> “The aesthetic experience, art practice, can lead to new knowledge”.
John Dewey and the Art of Teaching: chapter 2 explores the similarities in the practices of an artist and that of the teacher.
Juxtaposition of field notes and journal entries. + researcher’s drawings. + photography: triangulating the data.
Visual images: Create a visual narrative and metaphor.
Suggestion: “Japanese Fold” notebook
The notebook is a work in progress and travels with the researcher as a component of her research kit.
Artefacts, etc. are the products of critical reflexion.
(blog???)
A need: to be confident in my researcher identity
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Barone and Eisner- ch 5: arts-based educational research
Language of art practice has a lot in common with the language of teaching.
Polyphonic text – vernacular vs academic or jargon.
Cds? Multi-media? Blog???
Judgement: ability to reveal what had not been noticed:: illuminating effect
And generativity:: that it raises more questions than answers
Plus incisiveness + generalisability = does the research text have legs?
Relevant
USE OF METAPHORS
COINCIDENCE???
Teacher – Artist –Artist - Teacher
