Arts Practice and Research: Locating Alterity and Expertise

Autor/in	Grennan, Simon
Titel	Arts Practice and Research: Locating Alterity and Expertise
Quelle	In: International Journal of Art & Design Education, 34 (2015) 2, S.249-259 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.1776
Schlagwörter	Educational Research; Theory Practice Relationship; Definitions; Intention; Theories; Research Methodology; Communities of Practice; Expertise + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Begriffsbestimmung; Theory; Theorie; Research method; Forschungsmethode; Community; Expert appraisal
Abstract	There is still no agreed pedagogic definition of practice-based research. However, there is not a dearth of definitions, but rather a wide variety, predicated upon the developing programmes of individual places of study. This article will examine these definitions in terms of underlying concepts of intentionality and alterity and the ways in which instrumental use of them affects study. The article will discuss a number of existing models for the theorising and adjudication of practice as research, and the questions that underpin their development. First, are non-text outputs, and the methods of their production, able to communicate knowledge rather than simply constituting knowledge? Second, by what criteria can this knowledge be adjudicated within an academic environment? Third, what is the status of these outputs and methods relative to the production of text? It will propose that interrogation of these models will advance little in discussions that focus on media. Text or nottext is beside the point. Rather, the relationship between research and practice can be explored as a relationship between intentionality and alterity, based in an essentially social conception of communities of expertise, including academic communities of expertise. Finally, the article will describe an attempt by the author to undertake a drawing activity in response to a research question, in order to assess the possibilities of articulating practice specifically in order to demonstrate expert knowledge of the field in which a research question occurs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01