Authors
Prior, Ross WEditors
Mateus-Berr, RuthJochum, Richard
Issue Date
2020-05-01
Metadata
Show full item recordAbstract
The use of art as research has greatly matured, and, despite the current preoccupation with measurement in the education sector, artistic research has continued to gain acceptance as a legitimate methodology for artists. Yet art-based research is still not completely and universally embedded within higher education learning and teaching approaches. The field’s continued lack of confidence in using art as a vehicle of research is one reason. There is a need to stop relying upon other disciplines to justify the power of art. If we acknowledge that words cannot always reveal the uniquely felt qualities of art, then we cannot persist in using words as exclusive modes of research. Personal, embodied ways of knowing are of interest to researchers and value the importance of knowledge that is incrementally gained through the acts of doing and being. However, art is empirical-art and art processes are observable and can be entwined throughout the art-making process as a methodology of inquiry. Proposed here, as a future paradigm, is the threefold primacy of art in research, learning and teaching-positioning art as the topic, process and outcome of research. Significantly art as research recognizes art objects as full participants and uses art as its evidence.Publisher
De GruyterJournal
Prior, R. W. (2020) Afterword: towards a future paradigm, in Mateus-Berr, R. and Jochum, R. (ed.) Teaching artistic research: conversations across cultures. Berlin: De Gruyter.Additional Links
https://www.degruyter.com/view/product/533854?rskey=oWa7hl&result=1Type
Chapter in bookLanguage
enSeries/Report no.
Edition AngewandteISBN
9783110662399ae974a485f413a2113503eed53cd6c53
10.1515/9783110665215-020