A Paradigm Analysis of Arts-Based Research and Implications for Education

This article represents a paradigm analysis of the characteristics of arts-based research (ABR) in an effort to reconceptualize the potential of arts-based practices in generating new curriculum approaches for general education practice and the development of the learner. Arts-based theoretical mode...

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Published in:Studies in art education 2010-01, Vol.51 (2), p.102-114
Main Author: Rolling, James Haywood
Format: Article
Language:English
Subjects:
Art Education
Art objects
Art Teachers
Curricula
Educational Research
Educational Researchers
Instructional Leadership
Learner engagement
Learning
Music practice
Postmodern art
Postmodernism
R&D
Research & development
Research Methodology
Research methods
Validity
Visual arts
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description This article represents a paradigm analysis of the characteristics of arts-based research (ABR) in an effort to reconceptualize the potential of arts-based practices in generating new curriculum approaches for general education practice and the development of the learner. Arts-based theoretical models-or art for scholarship's sake-are characteristically poststructural, prestructural, performative, pluralistic, proliferative, and postparadigmatic, offering the promise of divergent pedagogical pathways worthy of new exploration.
doi_str_mv 10.1080/00393541.2010.11518795
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subjects Art Education
Art objects
Art Teachers
Curricula
Educational Research
Educational Researchers
Instructional Leadership
Learner engagement
Learning
Music practice
Postmodern art
Postmodernism
R&D
Research & development
Research Methodology
Research methods
Validity
Visual arts
title A Paradigm Analysis of Arts-Based Research and Implications for Education
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