Practice/Research<br />Debates and Dialogues<br />
The social construction of ‘research’<br />Many different traditions of enquiry<br />Dominated in the West by a particular...
MashingUp: research/practice<br />Conversational forms of learning<br />Working between universities and other research/pr...
…Using Youtube as piano tutor<br />
Distributed, networked forms of learning and researching?<br />Tech etc<br />Blogs, web etc<br />More individualised, self...
What we’re doing at UWS<br />Key relationships:<br />CCA, FACT Liverpool, Film City Glasgow, BBC, STV plus other universit...
High stakes research<br />Who gets to produce knowledge?<br />What forms of knowledge are recognised, valued…<br />     …....
Practice/Research<br />Practice-as-research (the mode of enquiry is also the form – i.e. dancer enquiring into the world p...
Researching art…<br />Art as a form of knowledge (knowledge in and through art-making)<br />Knowledge about art <br />(bor...
Ways of ‘knowing’<br />Academic discourse privileges language<br />But artistic communication encompasses more than langua...
‘Theory’ and ‘practice’<br />Theory – theorein (Greek) – to see – contemplate - essentially to think about<br />Practica –...
praxis…?<br />
Interweaving theory and practice<br />Practice is embodied, intuitive, discursive, improvisatory – but isn’t theory too? <...
different approaches?A methodological menu<br />Reflective practice –(Schon)<br />Action research<br />Embodied practice –...
Overview of symposium<br />Perspectives on practitioner-research: <br />Creativities: <br />individual/artistic<br />Parti...
Knowledge<br />In traditional research/schooling – “acquiring knowledge is largely separated from the situations in which,...
…and knowing (in action)<br />We mobilise knowledge through practice.<br />
Implications…<br />So how do universities enable this? More reflexive? Dialogical? Multiple spaces and relationships? Reso...
Open knowledge ecologies?<br />Lyotard: Postmodern Science as the Search for Instabilities<br />Publishing – new ecologies...
Contradictions, glitches, fissures,  not just seamless network culture: power struggles; institutions are difficult<br />
Universities don’t have a monopoly on innovation or research…far from it…!<br />
Creativity and ‘research’<br />The point is to generate the new<br />Research processes – discovery, invention, synthesis,...
“If we knew what we were doing, it would not be called research, would it?”<br />(Albert Einstein)<br />
Contacts/web<br />generalpraxis.blogspot.com<br />Graham.Jeffery [at] uws.ac.uk<br />uwspracticeresearch.blogspot.com<br /...
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Practice/Research: debates and dialogues

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Introductory presentation for MashingUp:Practice+Research symposium at CCA Glasgow, 19th May 2010. Part of a series of public events from the University of the West of Scotland's School of Creative and Cultural Industries. For more info visit http://uwspracticeresearch.blogspot.com

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Practice/Research: debates and dialogues

  1. 1. Practice/Research<br />Debates and Dialogues<br />
  2. 2. The social construction of ‘research’<br />Many different traditions of enquiry<br />Dominated in the West by a particular version of ‘scientific rationality’<br />Social science attempts to bring a disciplined approach to the study of society<br />But postmodernism critiques objectivity, rationality and ‘high’ culture as profoundly ideological – as constructs<br />For example: researching in/through popular music or media studies, or participatory arts, is a complex hybrid making use of multiple perspectives <br />Disciplinary boundaries under challenge; but a need to justify/defend the approaches/methods used<br />
  3. 3.
  4. 4. MashingUp: research/practice<br />Conversational forms of learning<br />Working between universities and other research/practice communities<br />Network spaces: spaces which enable interchange<br />Reflective practice: practitioners/professionals analysing and reflecting on their own situations/dilemmas<br />co-construction of knowledge – we have technologies which enable more individualised learning interests<br />
  5. 5. …Using Youtube as piano tutor<br />
  6. 6. Distributed, networked forms of learning and researching?<br />Tech etc<br />Blogs, web etc<br />More individualised, self-managed learning environments? Communication tools?<br />
  7. 7. What we’re doing at UWS<br />Key relationships:<br />CCA, FACT Liverpool, Film City Glasgow, BBC, STV plus other universities and colleges<br />We have multiple campuses, multiple programmes, multiple interests so have to find ways of working together<br />Initiatives: Scottish Production Archive, Scottish Centre for Island Studies, Glasgow Creative Enterprise Cluster, Scottish Centre for Enabling Technologies etc<br />Trying to be a productive part of the cultural ecology of the West of Scotland and beyond<br />Research in and through arts practice as well as publishing in more traditional journals and media <br />
  8. 8. High stakes research<br />Who gets to produce knowledge?<br />What forms of knowledge are recognised, valued…<br /> ….and funded (Lyotard: mercantilization)<br />In universities, push towards instrumentalism and performativity – justification in terms of ‘impact’ and economic applicability<br />At same time, multiplying fields of study/methods/approaches/radical interdisciplinarity<br />This has impact on professional identities<br />The entrepreneurial subject – professional identities in education/business/commerce/the arts: policy/practice discourses construct subjectivities<br />
  9. 9. Practice/Research<br />Practice-as-research (the mode of enquiry is also the form – i.e. dancer enquiring into the world physically, through choreography/artist as image-making<br />Practice-led research (in which the research includes/is driven by practical enquiry)<br />Practice-based research – research into or through practice<br />Is it sometimes better to do “parallel” research rather than go into the hall of mirrors of self-reflection on practice? I.e. research analogous fields, not just a kind of narcissistic view of self – research should be enriching, not narrowing<br />
  10. 10. Researching art…<br />Art as a form of knowledge (knowledge in and through art-making)<br />Knowledge about art <br />(borrowed from Phil Taggwww.tagg.org, who in turn borrowed it from Herbert Read: knowledge about art, knowledge in/through art, knowledge for art)<br />
  11. 11. Ways of ‘knowing’<br />Academic discourse privileges language<br />But artistic communication encompasses more than language – music, art, dance, performance, image-making etc. Otherwise why wouldn’t we just write it?<br />Writing, speaking and acting are different – academia often privileges writing and more ‘fixed’, apparently less fluid ways of knowing<br />Academic research requires argumentation and ‘proof’ – can practice provide this? <br />
  12. 12. ‘Theory’ and ‘practice’<br />Theory – theorein (Greek) – to see – contemplate - essentially to think about<br />Practica – to do, practice (complex word)<br />Praxis – the interplay between theory and practice – reflection in action<br />Underpinning every practice there are sets of theories – an implied ways of seeing the world – worldviews, standpoints, set of values and learned behaviours – research unpacks this. <br />Raymond Williams: from medium to social practice: making work in the arts and media, (we can reify the products as ‘objects’ AND think about them as a social practice). <br />
  13. 13. praxis…?<br />
  14. 14. Interweaving theory and practice<br />Practice is embodied, intuitive, discursive, improvisatory – but isn’t theory too? <br />Highly skilled disciplinary knowledge requires ‘soft’ intuition as well as teleological thinking<br />Chance and accident can play a useful role<br /> Narrative and autobiography as a starting point for thinking about evolution of practice<br />Sophisticated research cultures blend the formal and informal in reflective communities of practice<br />
  15. 15. different approaches?A methodological menu<br />Reflective practice –(Schon)<br />Action research<br />Embodied practice – e.g. knowledge about/learned skills in performance, communication in dance/acting/music etc<br />Participatory methods – documenting, storytelling, narrating, mapping, gathering information, <br />Collaborativeresearch – with artists and arts organisations beyond the university<br />Applied, critical theory – mobilising theory to illuminate, analyse and understand practice<br />Is design research a useful analogy? Practical and applied problem solving – the designer as the new hero of the performative academy, because the work is ‘useful’? <br />Researching practice – learning and showing how to do things better, more skilfully - in applied ways<br />Reflexivity (Bourdieu) –– research is itself a form of practice with its own internal logics – “objectification of the process of objectification”<br />
  16. 16. Overview of symposium<br />Perspectives on practitioner-research: <br />Creativities: <br />individual/artistic<br />Participatory<br />Products/output<br />Acknowledging that artistic/academic/researcher identities are complex<br />Multiple perspectives<br />Focus on active, engaged approaches <br />Raising some questions…<br />
  17. 17. Knowledge<br />In traditional research/schooling – “acquiring knowledge is largely separated from the situations in which, through knowing in action, knowledge is constructed and used” (Gordon Wells)<br />(Friere – ‘banking’ theory of education)<br />
  18. 18. …and knowing (in action)<br />We mobilise knowledge through practice.<br />
  19. 19. Implications…<br />So how do universities enable this? More reflexive? Dialogical? Multiple spaces and relationships? Resources needed for this?<br />What is the role of the practitioner-academic in this knowledge ecology?<br />How should we work differently? <br />
  20. 20. Open knowledge ecologies?<br />Lyotard: Postmodern Science as the Search for Instabilities<br />Publishing – new ecologies, new economies, but also old rivalries and status games<br />Ownership vs free culture/open source…IP issues etc<br />
  21. 21. Contradictions, glitches, fissures, not just seamless network culture: power struggles; institutions are difficult<br />
  22. 22. Universities don’t have a monopoly on innovation or research…far from it…!<br />
  23. 23.
  24. 24. Creativity and ‘research’<br />The point is to generate the new<br />Research processes – discovery, invention, synthesis, analysis<br />Arriving at a method in and through the process – not just grounded theory <br />More creative cultures in institutions require more creative approaches to time, space and resources..and the will to make collaborations work properly<br />
  25. 25.
  26. 26. “If we knew what we were doing, it would not be called research, would it?”<br />(Albert Einstein)<br />
  27. 27. Contacts/web<br />generalpraxis.blogspot.com<br />Graham.Jeffery [at] uws.ac.uk<br />uwspracticeresearch.blogspot.com<br />uwscreative.blogspot.com<br />twitter.com/grahamjeffery<br />twitter.com/UWScreative<br />
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