The Production of Academic Research and some Barriers to Academicization in the Creative and Performing Arts (original) (raw)
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International Journal of Art & Design Education, 2015
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.
Practice Led Research: Creative Activity, Academic Debate, and Intellectual Rigour
Higher Education Studies, 2012
By focussing on PhD supervision as well as creativity, this paper explores how the artefact and exegesis PhD offers an opportunity to bring creative activity together with academic debate and intellectual rigour. In this context, the latter does not justify the former nor interpret it in an academic and theoretical way. Rather, acting together, the artefact and exegesis bridge the Cartesian binary, offer new models of knowledge to the academy, and enrich the artistic practices of the practitioners themselves. The creative practitioner thus brings to the academy new dimensions of what knowledge itself consists of and how this contributes to learning. Because this disputes the regular academic templates, it challenges the academy itself. The methodology I employ in this paper is one of narrativity that I call the 'subjective academic narrative', it practices the theory of academic knowledge as personal and draws together the Cartesian binary of the personal and the intellectual.
Strategic directions in practice-led research: rethinking research models in the creative arts
2016
Following the release of the 2015-16 ERA National Report which details a greater recognition of non-traditional research outputs coupled with a growing research cohort in the creative arts and design within Australian universities, there is a great opportunity to strategically rethink practice-led research models to increase the visibility and perceived value of creative practice as research, as well as the potential for ARC grant success. The proposed paper examines the current state of practice-led research within the academy and suggests ways of strengthening creative arts research by adopting research models and approaches from other disciplinary areas, as well as engaging in multi-disciplinary projects that highlight the unique contribution and significance of art and design research. Using interdisciplinary research models currently in development with the Tasmanian College of that Arts (TCotA) in partnership with the Creative Exchange Institute (CxI) at the University of Tasm...
THE ROLE AND USE OF CREATIVE PRACTICE IN RESEARCH AND ITS CONTRIBUTION TO KNOWLEDGE
A common problem in art and design is that creative practice is often presented as research under the label of practice-based or practice-led research. This problem arises on the one hand from the wish of practitioners to use their creative practice in research, and on the other from a persistent uncertainty about the role of creative practice in relation to the requirement for making a contribution to knowledge within research.
The Art of Assessment - Focusing Research Assessment from Different Perspectives
Perspectives on Research Assessment in Architecture, Music and the Arts. Discussing Doctorateness, 2017
Research in the creative fields of architecture, design, music and the arts has experienced dynamic development for over two decades. The research in these practice-and arts-based fields has become increasingly mature but has also led to various discussions on what constitutes doctoral proficiency in these fields. The term 'doctorateness' is often used when referring to the assessment of the production of doctoral research and the research competence of research students, but in architecture and the arts, the concept of doctorateness has not yet attained a clearly articulated definition. The assessment of quality has been practiced by way of supervising, mentoring and the evaluation of dissertations but much less discussed.