Å forske med kunsten som metodologisk praksis med aesthesis som mandat

Østern, Tone Pernille

doi:10.23865/jased.v1.982

Cited by 24 publications

(15 citation statements)

References 6 publications

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“…We consider ourselves first and foremost to be practitioners, and find that Haugerudbekken meets the defining qualities of practiceled as well as practice-based research. Hence, we turn to the broader but much used term of artistic research (AR) (Hovik, 2014;Østern, 2017). Highlighting AR as a broad term, even suggesting a final definition impossible given the field's tendency to resist definitions, de Assis & D'Errico emphasize one unifying feature of AR as its focus on practice: 'it is practice-based, practice-led, and practice-driven.…”

Section: Theoretical Framework Methods and Research Questionsmentioning

confidence: 99%

Haugerudbekken: Community Improvement through Socially Engaged Art

Høst

Mork

2021

A & R

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Haugerudbekken is the collective title of a series of art projects where two local artists (the authors of this article) collaborate with pupils from local schools in Haugerud to create public art installations in the neighbourhood. Haugerudbekken may be considered a practical exploration guided by principles in the fields of socially engaged art (SEA), teaching artists (TA) and community artists (CA). The project is being undertaken within the broader context of a government run local improvement initiative in the Oslo suburbs of Haugerud and Trosterud. A growing demand for art entering a societal context (like urban development) calls for approaches emphasizing dialogue, communication and local affiliation. As this demand grows, so does the need for best-practice guidance for initiating artists as well as for policymakers and others inviting artists to contribute. Furthermore, our approach as independent artists working within a community setting might also benefit from clarification of theory and framework in this field. This article therefore aims to share knowledge gathered through our three years (and still ongoing) working on Haugerudbekken, pinpointing what we believe to be key success factors as well as challenges in our project. Findings are discussed in relation to existing theory and relevant practice in SEA, TA and CA informing existing guidelines as well as terminology.

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Section: Theoretical Framework Methods and Research Questionsmentioning

confidence: 99%

Haugerudbekken: Community Improvement through Socially Engaged Art

Høst

Mork

2021

A & R

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“…This marks a shift in ontological positioningfrom using dramaturgy as a lens or metaphor to using it to perform, explore and analyse actions and courses of action. Such a positioning has clear points of similarity with practice-led applied arts research, where both the drama lab and classroom are research and development arenas (Knudsen 2018, 45;Rasmussen 2013;Østern 2017).…”

Section: Dramaturgy As a Research Fieldmentioning

confidence: 99%

“…In this article, we adapt three of Birch's categories to studies of teaching. We develop them further and add our own analytical tools that are based on our own research (Lindstøl 2018;Bakke 2019) and the research of others (Allern 2010;Østern 2014e;Østern 2017).…”

Section: Dramaturgy As a Research Fieldmentioning

confidence: 99%

Chasing fleeing animals – on the dramaturgical method and the dramaturgical analysis of teaching

Bakke

Lindstøl

2021

Research in Drama Education: The Journal of Applied Theatre and

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The dramaturgical method has been used to analyse teaching and didactic contexts, but the method is not adequately described or established in such contexts. In this article we use dramaturgy as a lens for describing and analysing teaching. The teaching examples are taken from a professional workshop where student teachers and their instructors teach Norwegian 7th grade pupils. The article examines how dramaturgy has a place in classroom research. The article shows how dramaturgical analyses of teaching can proceed, step by step. This is followed by a discussion of what dramaturgy as a method can contribute to classroom research.

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“…formingsvirksomhet med barn og personal. Estetisk virksomhet har da fungert som undersøkelsesramme og datagenererende metode (Greenwood, 2012) for meningssøkende prosesser hvor erkjennelse, laering, forståelse og transformasjon kan gripes og begripes i ulike formspråk og modaliteter (Olaussen, 2018;Østern, 2017).…”

Section: En Estetisk Tilnaerming Til Det Uartikulerteunclassified

Å få øye på det tause som blir «sagt»: En estetisk tilnærming til barns uartikulerte perspektiver

Ilje-Lien

2019

NTPK

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Fokus for denne artikkelen er hvordan barnehagepersonalet kan nærme seg de barneperspektiver som nykommere i norsk språk og barnehagekontekst bringer inn i barnehagefellesskapet. Artikkelen tar utgangspunkt i en estetikk-basert undersøkelse av samspill mellom barn og barnehagepersonale som ikke har et felles talespråk. Utforskende formingsvirksomhet fungerer i artikkelen som en undersøkelsesramme for å forstå barnehagelæreren som tilrettelegger for de ordløse ytringene. Med Kristevas teorier om språk og estetikk undersøker forfatteren hvordan barnehagepersonalets oppmerksomhet mot egne kroppslige og estetiske tegn kan være en inngang til å (be)gripe og la seg berøre av barnas uartikulerte perspektiver. Gjennom eksempler illustrerer forfatteren hvordan to barnehagelæreres gryende bevissthet omkring de kollektive, affektive og fantasifulle dimensjonene i eget samspill har betydning for nykommernes deltakelse.

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Å forske med kunsten som metodologisk praksis med aesthesis som mandat

Cited by 24 publications

References 6 publications

Haugerudbekken: Community Improvement through Socially Engaged Art

Haugerudbekken: Community Improvement through Socially Engaged Art

Chasing fleeing animals – on the dramaturgical method and the dramaturgical analysis of teaching

Å få øye på det tause som blir «sagt»: En estetisk tilnærming til barns uartikulerte perspektiver

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