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UAL Research Online

Researching education through embodied knowledge: MA students' practice-based dissertations

Addison, Nicholas (2008) Researching education through embodied knowledge: MA students' practice-based dissertations. UNESCO Observatory: Journal of Multi-disciplinary Research in the Arts, 1 (3). pp. 1-15. ISSN 1835-2776

Type of Research: Article
Creators: Addison, Nicholas

This paper argues for the potential of visual arts practice as a way to research educational phenomena within the field of art education. Drawing on aesthetic and semiotic theory an attempt is made to provide a framework for understanding how embodied and metaphoric action can help interpret education in practice. An examination of two installations by students following an MA in Art and Design in Education demonstrates how embodied practices (here, making in art, craft and design) can be reconfigured as a mode of enquiry into education. Specifically the argument centres on the ways students explore their situated, pedagogic practices by deploying interdisciplinary, multimodal strategies for representation, analysis, interpretation and metaphoric equivalence, a process that complements social scientific methods.

Keywords/subjects not otherwise listed: Visual Arts, Pedagogic Practices, Aesthetic And Semiotic Theory, Embodied And Metaphoric Action
Publisher/Broadcaster/Company: Faculty of Architecture, Building and Planning, University of Melbourne
Your affiliations with UAL: Colleges > London College of Fashion
Date: December 2008
Date Deposited: 03 Oct 2013 09:39
Last Modified: 08 Oct 2015 05:35
Item ID: 6021
URI: https://ualresearchonline.arts.ac.uk/id/eprint/6021

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