ERIC Number: ED478211
Record Type: RIE
Publication Date: 2003-Apr
Reference Count: N/A
Performing and Documenting an Educational Expedition: Using Performance and Reggio Emilia-Based Documentation Panels as Research Practices.
Hodde, Stephanie L.
This paper maps methodological attempts the researcher made during dissertation fieldwork to marry arts-based inquiry and literacy research. The dissertation focused on the symbolic illiteracies and aesthetic learning practices of middle school girls in an urban arts program, Dramagirls. Two specific arts-based methods, Reggio-Emilia-based visual documentation and performance ethnography, were used in the research approach, data collection, and analysis. The ontological and epistemological intersections of the dissertation are described, and how they encouraged a performance and visual orientation during fieldwork and analysis is outlined. The theoretical background and creative process are detailed for the two central prongs of the orientation: (1) a dialogic, performance-oriented research approach; and (2) a visual aesthetic for reconstructing a socio-symbolic analysis of Dramagirls discourse. The paper also discusses who, by constructing documentation collages and an ethnographic performance, the researcher was able to play and to process the "role" as researcher within the theatrical culture and solve the qualitative research problem of honoring and translating highly embodies aesthetic learning practices within traditional forms of print-based research. The paper also briefly highlights how the pursuit of these methods illuminated certain qualities in the data that would not have easily registered if reconstructed as print-based findings. (Contains 14 figures and 55 references.) (Author/SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).