Making the textual visual by Kaye Towlson and Carol Keddie, DeMontfort University


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Making the textual visual by Kaye Towlson and Carol Keddie, DeMontfort University

  1. 1. Making the textual visual Kaye Towlson and Carol Keddie De Montfort University
  2. 2. • Think of a current issue or research topic from work or home • Write this down on a strip of paper Getting started Title of my topic
  3. 3. An opportunity to: • Discover new visual techniques for planning, developing and researching a project • Identify key strands • Develop a ‘road map’ to visualise your project success
  4. 4. Context: Visual Learning journey Making textual visual project Exploration & trial of techniques and contexts Embed in curriculum and dissemination Writing PAD Centre, continuation of work
  5. 5. Connecting with the curriculum • Re-framing research: • Fashion students • MA Design • Fine Art
  6. 6. Connecting with the curriculum and beyond • New Ways of Seeing.. • New ways of seeing & doing (PhDs) • Visually map employability • New ways of planning
  7. 7. What do people think? • ‘I think that it was a good way to break down the research and have it on a large piece of paper to look back at and make links between each fact to develop research further’ • Nice creative session that came just at the right moment for me. Next day I went out & bought a clarinet – starting to play from scratch, no musical background, but plumping for a radical new adventure in being!
  8. 8. How does visual creativity help? • Alternative perspective • Stimulate enquiry • Foster reflection • Help to understand in a deeper way • To unlock ideas • Capture and explore complex ideas • Metaphorical thinking • Multi-faceted, multi-sensory engagement • A tool for thinking
  9. 9.  Dress-up doll of formality (Groppel-Wegener 2012) ◦ Discovering technical, disciplinary or professional terminology and language ◦ Finding the right words for your search ◦ Using your doll outline, dress them in the appropriate keywords to find further information on your topic Let’s get creative...Thinking about language
  10. 10. • Write down the most important keywords or themes on another strip of paper • These would enable research on your topic Select your key themes My most important keywords
  11. 11.  Where do you need to go to find more information for your topic?  Write down two resources you could use on another strip of paper Where to find information? 1. Resource 2. Another resource
  12. 12.  Take the three strips of paper now completed with details of: ◦ The title of your topic ◦ Your keywords or themes ◦ Resources to be used Staple them together at the top Plait the three strands Staple them at the end Doing the research plait!
  13. 13. • How did it feel to do the plait? • What does it represent? • What do you think we’re doing? What does this tell us?
  14. 14. Visualise your success: draw your journey • Draw the route for your topic • Start point – your initial ideas • End point • What landmarks do you pass along the way? • How do you feel? Add emoticons  or  • Add in extra details – places to go, potential hurdles, people to see
  15. 15. Feedback • Using the post-its please record your feedback for this session and the techniques used. • If you would like to create an image/drawing on the reverse, please do!
  16. 16. Bibliography • Francis, P. (2009) Inspiring writing in art and design: taking a line for a write., Bristol, Intellect Books • Groppel-Wegener, A. (2012) The dress-up doll of formality, considering genre. Sockbunny Press, a tactile academia book (http://tactileacademia, • Seeley, C. (2011) Uncharted territory: Imagining a stronger relationship between the arts and action research. Action Research, 9 (1) 83 – 99