Anita Sinner, Rita L. Irwin & Timo Jokela (Eds.) Jokela L. Irwin Rita & Timo Sinner, Anita Anita Sinner, Rita L. Irwin & Timo Jokela (Eds.) T is timely book contains a splendid variety of essays in the diverse and developing area that is visual inquiry & doctoral study in art education. With eloquently presented stud- ies, conducted by art educators using a range VISUALLY of art-based methods. The richly illustrated investigations from ten countries, mean that there is something for everyone in this volume. Whether you are an artist, educator, research- er; or consider yourself a combination of all three, I believe this is a necessary addition to Visually Provoking Visually PROVOKING your bookshelf. Glen Coutts, President- Elect, International Society of Education through Art Dissertations in Art Education : Dissertations in Art Education : Dissertations ISBN 978-952-310-937-7 Cover: Anna-Mari Nukarinen Images by Natalie LeBlanc, Alison Shields, Darlene St. Georges, Elina Härkönen & Jaime Mena-de-Torres VISUALLY PROVOKING Anita Sinner, Rita L. Irwin & Timo Jokela (Eds.) VISUALLY PROVOKING: DISSERTATIONS IN ART EDUCATION Rovaniemi 2018 Acknowledgement Tis book was published with the support of a Partnership Development Grant from the So- cial Sciences and Humanities Research Council of Canada (890-2014-0065: Te Pedagogic Turn to Art as Research: A Comparative International Study of Art Education). Grants were also received from Concordia University through the Ofce of Research. © 2018 Authors and the copyright holders of the images. All rights reserved. “Te peer-review label is a trademark registered by the Federation of Finnish Learned Societies (TSV). Te label will indicate that the peer-review of articles and books has been performed in line with the quality and ethical criteria imposed by the academic community”. Federation of Finnish Learned Societies. (2015). Label for peer-reviewed scholarly publications: Requirements for use. Retrieved from www.tsv.f/en/services/label-for-peer-reviewed-scholarly-publications/requirements-for-use Layout & Cover Design: Anna-Mari Nukarinen Cover images by Natalie LeBlanc, Alison Shields, Darlene St. Georges, Elina Härkönen & Jaime Mena-de-Torres Lapland University Press PO Box 8123 FI-96101 Rovaniemi Tel +358 40 821 4242 [email protected] www.ulapland.f/lup ISBN 978-952-310-936-0 (pdf) CONTENTS Editorial Note . 7 Entries into Visually Provoking: Dissertations in Art Education . .10 NADINE M. KALIN I ENCOUNTERING Pedagogical Reform: From a Field Trip to an A/R/T Field Trip . .19 JUN HU Artistic Action for Sustainability: Developing Practice-Led and Practice-Based Expertise through a Joint Degree from Iceland and Finland . 30 ÁSTHILDUR JÓNSDÓTTIR, ALLYSON MACDONALD & TIMO JOKELA A/r/tography: A Fluid Relationship of Teory, Time and Place . 40 SOPHIA CHAITAS, GEORGIA LIARAKOU & VASILIS VASILAKAKIS Through the Looking Glass: Refecting on an Embodied Understanding of Creativity and Creative Praxis as an A/r/tographer . 50 KATHRYN S. COLEMAN The Structure of PhD Programs in Egyptian Art Education . 60 SAMIA ELSHEIKH & BILAL MAKLED Researching Education through Visual Instruments in A/r/tography: Photographic Images in Doctoral Dissertations . 67 JOAQUIN ROLDAN, JAIME MENA-DE-TORRES & NOEMI GENARO-GARCIA Surrounding Experiences: How my Dissertation Used Embodied Arts-Based Data Created through Live-Action Roleplay . 80 JASON COX II ENFLESHING Where Should We Begin to “Rethink” Ourselves? ArtEducation: A Tale Tat Emerges from a Collective . 91 Mª JESÚS AGRA PARDIÑAS & CRISTINA TRIGO MARTÍNEZ Provoking Curating: Listening for the Call of the Cloth . 100 LAURA LEE MCCARTNEY An Alarming Journey . 110 JACKIE BATEY & LINDA KNIGHT Revealing the Photo Book as an Arts-based Educational Research Tool . 118 GERALDINE BURKE Doing Research-Creation through a Multi-Fabric Wedding Dress . 129 MARÍA EZCURRA Beginning in the Middle: My Liminal Space of ‘ma’: 間 140 YORIKO GILLARD Conversation as Medium: Mapping out Interviews with Canadian Artists . 151 ALISON SHIELDS III ENTANGLING Research Techniques in Visual A/r/tography: Visual Quotations and their uses in Photo Series and Visual Average . 161 RICARDO MARIN-VIADEL, RAFAELE GENET-VERNEY & XABIER MOLINET-MEDINA Beyond the Visual: Alternate Ways of Tinking the Role of Images in Educational Research. .180 MARIANE BLOTTA ABAKERLI BAPTISTA Mise-en-scène: Troubling the Vexations of Visual Arts Dissertations in Education in Australia. 190 ALEXANDRA LASCZIK Reflections of the Tide: Te Adventure of the Woman and the Sea . 201 DARLENE ST. GEORGES Performing Interventions: A Practice-led Approach to Doctoral Research . .216 NATALIE LEBLANC “Stitching” Voices into the Patchwork Quilt of Qualitative Research. 227 GAI LINDSAY Biography . 239 EDITORIAL NOTE Visually Provoking, quiry presents educators with a number of Provoking Visually challenges, as Nadine Kalin, in her well-con- sidered introduction to this book, articulates Tis editorial note is intended to provide an by mapping the terrain of the visual essay overview of the genesis of Visually Provok- in general, and through the contours of the ing, a dynamic collection of visually orient- collection, she shares her perspectives on ed research about current doctoral studies how the visual operates as a site of knowl- from international art educators in Australia, edge construction through shifing academic Canada, China, Egypt, Finland, Greece, Ice- practices and modes of expression. land, Portugal, Spain, and the United States Te clusters that form our three sections of America. Together we are thinking about, in the book are predicated by ‘en,’ a prefx with and through the visual, focusing atten- that resonates with concept creation under- tion on practices that are reshaping our un- way in the chapters and which serves as an derstandings of intellectual exchange in an acknowledgement of the growing infuence efort to open deliberations, considerations, of post-qualitative dispositions, in particular, imaginations, and potentialities for diferent new materiality. Tis book is positioned as ways of doing research. Tis collection may a deliberate effort to emphasize visual en- be considered in tandem with our related gagement, evident in the tone, content and book, International Perspectives on Visual movement of the chapters. The sections Arts PhDs in Education: Provoking the Field operate like a triptych, that is, the chapters (Intellect), which explores theoretical, meth- can be read individually, partially, sequen- odological and practice-based accounts of tially, or out of order, extending the premise doctoral studies. of open cartographies by Dolphijn and van We begin with a proposition: visual in- der Tuin (2012), where intra-actions provide quiry is an interruption, a forum to deliber- orientations that are situated, relational, and ate upon and to critically consider the peda- arguably produce “creative alternatives to gogic turn to art as research that is underway critique” in this case, in the process, prac- across disciplines. In art education, the artic- tice and product of artwork scholarship (p. ulation of form and content, how the visual 14). Visually Provoking is intended to be a operates as representation, expression or an creative venue for innovative, experimen- object of scholarship, along with the purpose tal scholarship that is visually refined, yet and intent of the visual as data, has long been contextual, in the interplay of images, ideas, part of our ongoing practices. Yet visual in- design and layout. Such work is integrative, 7 blending textual-visual-sound-digital quali- tic inquiry is material-based, bringing studio ties to document, refect and assess inquiry. art practices to the fore, and by ofen engag- Authors experiment with customary ap- ing with existing artworks or museum col- proaches to push the boundaries of scholarly lections. Each given approach then informs conventions, appropriating terms, adapting visuals created for research, collected as data, the style guide and generating artful space as presented as part of the outcomes, or cre- a distinction to traditional renderings. Tis ated to document artistic processes, learning is an articulation of research that invites and events, or as responses to wider social issues extends meaning-making and educative un- that permeate art education curriculum and derstandings with nuanced, textured, senso- instruction. However, framing these ap- rial movements, embodied in the visual. proaches with static definitions requires a As advocates for advancing arts research, cautionary note, for as the chapters demon- our embrace of the visual as a form of so- strate, each author brings their own techni- cial practice suggests chapter authors are, cal elements to bear, much as is expected in as change-agents informed by art practice, their development of an artistic vision, mak- charting approaches that broaden our views ing each iteration of inquiry uniquely singu- on the afective, sensorial and intuitive qual- lar. Because of this methodological feature, ities underlying visual inquiry. In turn, these classifcation is difcult and open to debate. visual essays are akin to a laboratory for new This is not to sidestep the matter of meth- ways to articulate such research. Terein lies odological structure, nor to avoid responsi- an intensifcation, between the gradation of bility in defning research design with clarity immaterial and material, with chapters op- and concise language in each study. Instead, erating as expressions of active