DMLLBlogCreative PedagogiesArt based Creative PedagogyResearch Collaboration with University of British Columbia
ssssss
top

Filter /

Categories
Change ProcessesCreative PedagogiesDigital PedagogiesLearner CitizenshipOpenness and InclusionPlayful and GamefulSeamless LearningStudent Led Learning

Faculties / Other
Faculty of Arts & HumanitiesFaculty of Business & LawFaculty of Engineering, Environment & ComputingFaculty of Health & Life SciencesInstitutesProfessional ServicesResearch Centres
#DisruptEdu (4) #disruptivebytes (20) #gchangers (3) Accessibility (1) AERA (1) Augmented Reality (1) Autumn Disruption (10) Beaconing (5) Books (1) Community (6) Context (7) Copyright (1) Creative Commons (1) Disability (1) Disruptive Educators (4) Disruptive Learners (1) DMLL Expo 2015 (7) DMLL Expo 2016 (10) Flipped Learning (2) Game Changers (7) H2020 (2) Higher Education (6) International Learning (1) Mobile Learning (2) New Methods (1) New Mindsets (9) New Models (17) New Practices (21) Open Badges (1) Performing Arts (2) Photography (1) Piracy (2) Pitches (3) Programme (2) Research (18) Research and Development (4) Social Media (4) SWING (3) Workshops (7)



top research-collaboration-ubc

Research Collaboration with University of British Columbia

Author: Katherine Wimpenny   10th November 2015
 

Last week 26th October – 1st November, 2015, I went to the University of British Columbia (UBC), Vancouver to further a research collaboration with Professor Peter Gouzouasis, Professor of Music Education, in the Department of Curriculum and Pedagogy https://ubc.academia.edu/PeterGouzouasis

For the past 25 years, Peter Gouzouasis’ work at UBC has evolved through three connective strands:

  1. Teaching and learning in music (including digital media and technologies),
  2. Developing an understanding of learning in and through the Arts and general curriculum using Arts Based Educational Research (ABER) methods and digital technologies, and
  3. Examining relational, developmental perspectives of lifelong learning.

As my research interests are also focused on arts related research, creative arts pedagogy and teaching and learning, informed by theory and praxis, I was able to spend time with Peter and his colleagues in the Department of Curriculum and Pedagogy, including meeting with Carl Leggo, http://lled.educ.ubc.ca/profiles/carl-leggo/ Donal O’Donoghue and Steve Petrina, to further my research and practice perspectives.

Professors Peter Gouzouasis and Carl Leggo are pioneers in Creative Analytical Practices (CAP), (Richardson, 2000) and have worked extensively to develop expertise in methodologies such as autoethnography, duoethnography, autobiography, poetic inquiry, arts-based inquiry, a/r/tography, performative ethnography, narrative, ethnodrama, and other creative methods of inquiry.

As well as time to talk, share ideas and perspectives on research and pedagogy and explore the UBC campus, which is amazing! I was able to sit in on a couple of Peter’s ‘classes’. For example, in his Saturday masters students’ class, (yes he does this at the weekend!) I was able to experience the ways in which Peter encourages his graduate teachers to share their critique of literary works from writings such as Bob Pinar’s (2004) ‘Autobiography: A Revolutionary Act’, using CAP approaches, techniques which they will go on to creatively use with their own pupils.

Further, I was able to sit on a comprehensive (pre-doctoral thesis) examination, during which the candidate’s three papers were discussed and critiqued by Peter, Carl and Bill Doll,(a world-renowned scholar in curriculum theory) http://edcp.educ.ubc.ca/recognition-of-dr-william-pinar-and-dr-william-doll/. This provided a wonderful opportunity for me to listen to the candidate’s and panels’ perspectives about a/r/tography, aesthetics, the influence of Dewey, the importance of self in inquiry, and making connections with the art form, (in the candidate’s case, music education), to support and forward understanding through self-reflective experience and creativity. In this research and pedagogic process the researcher not only places themself in the text but also problematizes academic discourse in this act through non-fiction storytelling, or ‘faction’; a [powerful] tool to connect the reader with the subject matter, and to reach out beyond a scholarly audience (Gouzouasis, Bakan, Ryu, et al., 2014).

I am taking away with me the opportunity to extend my research practices through a/r/tography, autoethnography and autobiography. I want to continue to develop projects through the lab that focus on creativity, artful inquiry and exploration, contextualized by theory. I want to develop my ability to write about research as non-fiction storytelling. Such writing brings theory and practice together in a holistic way, framing and writing research in ways that are accessible, engaging, and informative (Gouzouasis & Leggo, 2014).

I had a most wonderful week with Peter at UBC, I ate some wonderful food, and drank some great beer, I also managed to fit in time to cycle around Stanley Park http://vancouver.ca/parks-recreation-culture/stanley-park.aspx – fantastic!

I’m really looking forward to next phase of our research collaboration and writing pursuits. In addition, Peter is coming to the lab January 25th – 28th 2016, when he will share more of his wisdom and expertise of ABER and pedagogical practice. I can’t wait!