Spring 2022 - EDUC 943 G001

Arts-Based Inquiry in Educational Research (5)

Class Number: 1764

Delivery Method: In Person

Overview

Course Times + Location:

Jan 10 – Apr 11, 2022: Wed, 4:30–9:20 p.m.
Surrey

Instructor:
Celeste Snowber
celeste@sfu.ca
1 778 782-4453

This doctoral seminar will explore modes of inquiry through the arts that are important for education. Participants will be introduced to, and learn to practice, various arts-based methods including narrative, performative, poetic, autobiographical and living inquiry.

COURSE DETAILS:

This course provides students with training in the methodologies of arts-based research that are considered essential for students undertaking doctoral dissertations in arts education. Arts-based research in educational research exists today as a creative, critical, and communal practice of inquiry and performance that seeks to challenge the status quo, and imagine new possibilities of engagement, venturing across curricular boundaries of exploration. Arts-based Inquiry in educational research invites, challenges, and questions social and individual practices of participation, and seeks to voice new ways of engaging children, youth and adults in their learning and in understanding of who they are as individuals, and in community. We will also consider the arts in relationship to inquiry as an act of creativity, resistance, exploration, and hope.

This doctoral seminar will explore modes of inquiry that intersect performance, embodiment, visual and poetic engagement through the arts. Participants will be introduced to arts-based educational research methodologies within qualitative inquiry that support alternative forms of scholarly discourse. The literature will be reviewed with attention to the theoretical frameworks that inform alternative arts-based research and curricular theories. This seminar will problematize current and past paradigms of how arts-based research has been conceptualized and practiced, and its positionality in the academy. Questions of the connections between physicality and spirituality that arise out of artistic inquiry will be attended to with its impact to its connection between the personal and the universal. This includes a grappling with phenomenology, hermeneutics and holistic education in terms of our understanding of our roles as educators and researchers. In addition, in this seminar students will engage in narrative inquiry, performative inquiry,embodied forms of inquiry, living inquiry, poetic inquiry and autobiographical forms of research. If possible, guest arts-based researchers will be invited into the class in order to be exposed to a variety of people working in the field. Students will be encouraged to explore two art forms within the inquiry process: one that is in their repertoire of artistic experience, and the other that pushes the boundaries of their comfort level. Students will also be required to look at other forms of dissertations and theses that are exemplary, alongside the reading of primary texts. Students will come to an understanding of what it means to live aesthetically and with integrity as scholars, educators and artists. This is be a required course for all doctoral students within the arts education program, as it will prepare them for integrating their scholarship and artistic inquiry with the emergent social, political, corporate demands of contemporary life and vocation.

COURSE-LEVEL EDUCATIONAL GOALS:

The student will gain a more thorough comprehension of the complexity and variety of arts-based inquiries, theories, literature, and forms of representations that inform research through the arts

The student will learn how engagement in an arts medium impacts learning, perception, and understanding.

The student will learn how to articulate the theoretical underpinnings that inform his or her arts practice and medium of inquiry.

The student will be able to represent and express the learning and understanding and its implications and applications that emerge through an arts-based inquiry.

The student will have a thorough understanding of the historical development and current issues of arts-based research and representation.

The student will develop an understanding of how cultural and social factors have shaped his or her perceptions and practices of research and representation.

Grading

Major arts-based inquiry with a reflective essay on what you learned 60%
Group literature review 30%
Attendance/weekly writing shared in class 10%

NOTES:

Evaluation is based on:

1. Major arts-based inquiry: Performance piece, visual arts installation, and/or writing that may be individual or collaborative in nature, that draws from an inquiry in an arts medium outside the student’s own arts practice. Choose an arts medium with which you are unfamiliar with and design an arts-based inquiry to explore your learning through working in this new arts medium. Maintain fieldnotes to track your feelings, insights, observations, questions as they emerge over the course of the inquiry. It is not intended that a polished performance piece will result from this inquiry, however, a representation of the inquiry, and a sharing of your learning, insights, and implications for education (as broadly defined) is required.

OR Arts –based Inquiry and Representation In consultation with course instructor(s), students will undertake an arts-based research project in an area of choice, read the pertinent literature, and present his or her work. An opportunity for a creative collaboration of arts-based reserach is possible if a group of students so wish.
REFLECTIVE ESSAY Write a reflective essay interacting with the arts-based inquiry you explored (a or b), which highlights your learning, transformative moments, and how it will inform your future research and practice.

2. Group literature review The group project is designed to give you the opportunity to work together, to research and share ways of inquiry and representation through the arts that are currently being practiced in the academy.

Literature Review of all arts-based literature in an assigned arts-based methodology. Read and discuss the primary texts within an arts-based research methodology with a partner and then collaboratively write a literature review that will introduce readers to the methodology and the key literature that informs that methodology. This information will be presented to classmates. The purpose of this assignment is to familiarize students with the practice of literature reviews and to begin to become familiar with the literature of a particular arts-based research methodology.

3. Performative and Embodied Writing practice You will be encouraged to write weekly, based on performative/narrative/poetic and/or embodied moments of learning, and share with the class weekly. This embodied writing practice is to open up spaces for cultivating a relationship to language, which is authentic, aesthetic, and alive. This performative writing practice is also to develop a practice of noticing, which is critical for artistic research and creation, and to engage in inquiry and knowledge dissemination.

REQUIREMENTS:

In PhD program in Arts Education at SFU, or consultation with professor.

Materials

MATERIALS + SUPPLIES:

Both galleries are free, Bill Reid Gallery you need your SFU student card. A journal/notebook to bring to class to write by hand.

DATES FOR FIELD TRIPS:

Jan. 26 Bill Reid Gallery 639 Hornby St, Vancouver.

We will meet there at 4:30. https://www.billreidgallery.ca/

Feb. 16 Surrey Art Gallery13750 88 Ave, Surrey.

We will meet at 4:30 at the gallery for a tour. https://www.surrey.ca/arts-culture/surrey-art-gallery

March 9, Holland Park – Public Art/Art Installation/Writingacross from SFU Surrey 13438 Old Yale Road, Surrey, BC . Leave during classhttps://www.surrey.ca/parks-recreation/parks/holland-park

March 23 Green Timbers Urban Forest at Surrey Nature Centre entrance 14225 Green Timbers Way. Meet there at 4:30.

https://www.surrey.ca/parks-recreation/surrey-parks/surrey-nature-centre

https://www.surrey.ca/parks-recreation/parks/green-timbers-urban-forest

REQUIRED READING:

Leavy, P. (Ed.). (2017). Handbook of arts based research. New York, NY: Guildford Press.
ISBN: 978-14-6252-195-1

Eds. R. Irwin, E. Hasebe-Ludt, & A. Sinner. (2019). Storying the world: The contributions of Carl Leggo on language and poetry. NY/London: Routledge.
ISBN: 978-0-367-11148-9

Snowber, C. (2016). Embodied inquiry: Writing, living and being through the body. Rotterdam, The Netherlands: Sense Publishing
ISBN: 978-94-6300-753-5

S. Walsh, B. Bickel, & C. Leggo (Eds.). (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York, NY: Routledge.
ISBN: 9781138286740

Selected Journal Articles and Chapters.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN SPRING 2022

Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.

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