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ERIC Number: EJ1051995
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0965-0792
Bringing Installation Art to Reconnaissance to Share Values and Generate Action
Townsend, Andrew; Thomson, Pat
Educational Action Research, v23 n1 p36-50 2015
The English education system has recently seen something of a revival of enthusiasm for the use of research both to develop educational practices and to gather evidence about their effectiveness. These initiatives often present action research as a model of individual problem-solving, which, we argue, communicates a limited conception of action research. In this paper we propose an alternative to this "problem-solving" conception of action research that acknowledges the complex, messy nature of action research through the use of arts installations. Specifically, we present the reconnaissance phase of a project which brought together a partnership comprising a water heritage museum, university staff, teachers and artists. A pedagogical adaptation of contemporary installation art theory and practice fostered the exploration of individual and collective understandings of water, and also established a shared approach to curriculum development and ownership of the project among all participants. We propose that this creative practice enhanced and changed the process of reconnaissance; it allowed the group to establish and share commitments to the value of water conservation and generated a wide range of options for our action research. [This article was written with the "Get Wet" team.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)