Overview

Arts education research in Canada has increased significantly since the beginning of this century. New forms of arts-based research, such as ethnodrama and a/r/t/ography, have arisen and made significant contributions to the literature. Researchers in departments/schools/faculties of dance, drama, music, visual arts, media studies, cultural studies and education have been successful in acquiring peer-reviewed grants from the Social Sciences and Humanities Research Council to undertake large-scale projects and disseminate the findings internationally. The purpose of this edited collection, entitled Perspectives on Arts Education Research in Canada, Volume 2: Issues and Directions, is to provide an overview of the current research undertaken across the country, thereby providing a valuable resource for students, professors and research associates working in the arts disciplines, media studies, education, and cultural studies. Contributors are: Bernard W. Andrews, Kathy Browning, Ranya Essmat Saad, Maia Giesbrecht, Shelley M. Griffin, Rita Irwin, Glenys McQueen-Fuentes, Laura Nemoy, Lori Lynn Penny, Jennifer Roswell, Michelle Searle, Alison Shields, Anita Sinner, Darlene St. Georges, Peter Vietgen, John L. Vitale, Jennifer Wicks, Kari-Lynn Winters, and Thibault Zimmer.

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9789004431379

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Reviews

Pre-publication Praise: In the case of all of the chapters, the authors write of holistic integrations between the tensions of positivist approaches to research and pedagogy and the vital spaces that are opened in inquiry based and arts infused approaches ... We find unique and surprising explorations of these concepts pushing Arts Based research to a new level full of complexity and even contradictions, but always with what Elliot Eisner referred to as the enlightened eye. As Kathy Browning in her chapter notes, 'We are learning to see rather than merely look.' - Kathryn Ricketts, Associate Professor, Faculty of Education, University of Regina This volume is a timely assemblage of perspectives from highly regarded scholar-practitioners in the field of arts education and research. Authors address a multiplicity of research methods, varied approaches to evaluation, and identify challenges of incorporating creativity as a means of creating and describing meaning in academic contexts. Mobilizing research knowledge into action and written in clear and accessible language, this is a must read for arts scholars, students, and artist-creators alike. - Lee Willingham, Professor, Faculty of Music, Wilfrid Laurier University Across Canada the arts have experienced an explosion in research influence. In these chapters, researchers show the power of the arts to evoke change. Chapter authors share a commitment to broadening notions of research through artful ontologies, advancing our understanding of all phases of the research process. Underpinning the use of artistry in research is the notion that different forms of data allow for different types of sense-making. Thus, this collection will help in developing our creative knowing: through love of making and play knowledge is re/presented, and we are offered unique insight into how arts methodologies flow from an artist/researcher's praxis, so that we can more precisely surface the reasoning by which research is shaped, performed, conducted and understood. Graduate students and scholars at all career stages will benefit from the contributors' descriptions of a variety of large-scale projects. - Sean Wiebe, Professor, Faculty of Education, University of Prince Edward Island

Author Information

Bernard W. Andrews, Ed.D. (1987), University of Toronto, is Professor of Education at the University of Ottawa. He has several publications in arts education, including Working Together: A Case Study of a National Arts Education Partnership (Peter Lang, 2016) and Perspectives on Arts Education Research in Canada, Vol. 1: Surveying the Landscape (Brill, 2019).

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