No abstract

How can the process of "becoming learner" be observed, documented, and shared? What methodology could be used to discuss nomadic qualities of learning mobilities? This article argues in favor of an arts-based research approach, specifically social cartography, as a tool that can encourage young people to reflect on their identity as learners. Attentive to the deterritorializations, transgressions, and disruptions that characterize the learning process, it develops a mobile strategy for following the learner. This argument engages the philosophy of Gilles Deleuze and Félix Guattari to explore a pedagogical framework that expands our social imaginary of learning.

No abstract

This visual essay captures the changes that students experienced in the undergraduate class Arts-Based Research, an elective offered at the Fine Arts Faculty of the University of Barcelona. This class was structured around a collaborative enquiry involving both students and professors, which explored the experience of silence in the university classroom. While carrying out the investigation, students learned to research, by researching. In doing so, the group experimented with and became more fluent in different arts-based methodologies, and generated three final results: a video, an article and an installation. Este artículo visual refleja los cambios experimentados por los estudiantes durante la asignatura optativa de Investigación Basada en las Artes, ofertada dentro del Grado de Bellas Artes de la Universidad de Barcelona. Dicha asignatura se estructuró como una investigación compartida en la que se involucraron tanto los alumnos como los profesores, y cuyo objetivo fue explorar la experiencia de silencio en las clases de la universidad. Durante el proceso de investigación, los estudiantes aprendieron a investigar ... investigando. Así, mientras el grupo experimentaba con diferentes metodologías basadas en las artes, a su vez aprendían más sobre éstas, dando lugar en el final del proceso a un video, un artículo y una instalación.

This paper reports on a process that is part of a research project conducted in the context of the class Arts-based research, offered within the Fine Arts degree, at the University of Barcelona. The trajectory followed in this learning experience led us to investigate the rationale and practice of a/r/tography. By using some of the characteristics of this research approach, an audiovisual narrative in video was developed. This paper gives an account of the authors’ role in this process, and relates to what extent a/r/tography as a process of inquiry contributed to the experience of silence in the university classes.