Method Meets Art by Patricia Leavy, Chapter 2

Chapter Two of Leavy's book deals with narrative ways of learning, knowing and doing research. Narrative can be fiction, nonfiction, auto-biography (known in research circles as auto-ethnography), creative nonfiction, storytelling, oral (spoken) history and/or any combination of these forms. Chapter Two provides summaries of each, and a short example of the author's own experimental writing.

As Leavy points out at the start of the chapter, narrative ways of questioning and investigating the world have expanded the qualitative research paradigm in several ways. She groups these into four main themes: 1) the relationship between the researcher and the researched (generally, the space between "us" and "them" has almost disappeared), 2) the movement from numbers to words and data (data can mean images, sounds, recordings, performances, etc.) 3) the shift from the general to the particular (from the all-knowing "man of science" to the limited perspective of the qualitative researcher, who admits that she doesn't know everything and never will), and 4) the emergence of new epistemologies (new ways of knowing).

For this week, I'd like you to read the chapter and select a narrative form that interests you as a way of doing research (or asking questions about your world and developing new understandings). You may have already developed an idea of what you want to do for your thesis or dissertation. Select a narrative approach that fits what you want to do, or what you are already doing in your graduate program. For example, if your interests center on your own art-making process, then perhaps auto-ethnography (using "I" language) would be a productive way of investigating your work. Or, if your research involves making art with a group of people, you might want to develop ways of letting other people tell their stories through recorded oral histories, storytelling or interviews. If your research will be more historical and/or theoretical, you might try some creative (non)fiction (like Leavy's example on pp. 45-6) or something else entirely. It's up to you.

This week's topic will allow you to: 1) introduce the class to your personal research interests, 2) relate a form of narrative inquiry to your interests, and 3) explain how and why they go together. You may choose to make the third part of your response an example of narrative inquiry applied to your research topic. But that's only if you feel ready to jump right in. In a way, you will already be doing narrative inquiry by responding to this blog topic. You really can't go wrong.

A note on reading: if you don't know the meaning of a word or sentence, don't let it fry your brain. Let the meaning come to you through the process of reading, reflecting and writing. The most important ideas in the text will keep cycling back in different ways, and you will have many chances to "get it" in a way that makes sense to you.

Next week we'll start reading The Quilters: Women & Domestic Art. We'll jump to that book because it is a great example of narrative inquiry, especially oral history and auto-ethnography in research. You might find it helpful to look at it while you read Chapter 2 in Leavy's book.

Take care, good luck & contact me if you have questions!
carolyn

Method Meets Art: Arts-Based Research Practice by Patricia Leavy, pp. 1-24, Discussion Questions

It's time to get started with our reading for the semester. I selected books that I felt best represented a feminist approach to "doing" research. Our main text will be the Leavy book on arts-based research methods. Although the book is not specifically titled "feminist," Patricia Leavy has authored or co-authored several important works on feminist research methods. I selected this book because it is specific to research in the arts and interests we all have in common.

I will not assign you to read every chapter in the book. Chapters 4 and 6, which focus on music and dance, do not for the most part address your particular research interests. However, since half of you are doctoral students in Critical Studies & Artistic Practice - a multi/cross/transdisciplinary program engaging all the Schools (Art, Theater, Music) within the College of Visual & Performing Arts - I think these chapters could be relevant to someone in the class. Chapters 4 and 6 will not be assigned, but if you need them now or at some point in the future, you'll know where to find them.

This week we will read the first chapter in Leavy's book. (Note: Liz might not participate in this week's blog because I sent her the book list late.) I'm going to begin with some straightforward questions. We will get into broader discussion topics later on. Also, each of you will have a chance to author your own discussion topics/questions based on the readings at some point during the semester. For now, I'll take the lead.

First Question:
Leavy begins her book by juxtaposing "Positivist Science" with the "Qualitative Paradigm," outlining the differences between them. If this is new information for you, as I expect it may be for a few, please respond to this question by quickly summarizing the main differences between the two research paradigms. For example, you might explain how each thinks of "truth." You might also say something about the historical (and ongoing) tension between the two research paradigms. One of these two approaches is still seen as "stronger" and more suitable to the "hard" sciences than the other, which by comparison is seen as "soft" and "not serious." The traditional masculine/feminine split plays a role in this long-standing bias.

Second Question:
What social movements contributed to the development of the Qualitative research paradigm? Situate these movements in historical time, re: 1930s, '40s, '50s, etc. You might also mention place: Europe? Asia? North America? South America? Africa? Eastern Europe? Multiple places at once? (This can get complicated. A general statement ((1-3 sentences)) will suffice if you choose to go into it.)

Third Question:
What are some of the main features of Arts-Based Research? What do these features have in common with contemporary feminism?

Fourth Question:
In your opinion, what are the beauties of Arts-Based research practice? What are its difficulties?

Important: I realize you could write pages & pages in response to these questions. Please do not write pages & pages. Hit the main points of your response and move on. Read each other's comments first. If you see that someone has already said what you were going to say, you can acknowledge it ("I agree with ____'s analysis/comment/observation"), but then go on to say something new. If you're the last person to post, this could get challenging, so post early and often!

Please ask questions if you need clarification. I am not perfect; I sometimes forget to mention something or fall short of expressing myself in the best way possible. If you aren't sure about something I've said, chances are someone else in the class is thinking the same thing. There are no stupid questions! So please, go ahead & fire away.

I look forward to reading your responses. You don't need to answer all in one post - you may wish to take the questions one day or one post at a time. Whatever works for you is fine with me.

carolyn



 

Updated Syllabus

All,

Please note that the syllabus has been updated to reflect current TTU academic policies.

Thanks,
carolyn

Welcome! Introductions

Hello class! It's the first day of the semester, so here we go, let's get started.

I think all of you know me, but you may not all know each other. In this wonderfully small class of only five students, two of you are in the Master's of Art Education (MAE) program and three are in the Critical Studies & Artistic Practice Ph.D. program. I look forward to the cross-pollination between programs, experiences, perspectives and ideas that will take place among us this semester!

To get things rolling, let's start with introductions. Tell us your name, your program and why you decided to take this class. You may also include anything about your background that is important to you and therefore worth sharing. For example, you could tell us where you grew up, educational and/or work experiences, or even something about your family - again, if it is important to you. Please know that you are not obligated to share beyond your personal comfort level! In this class, your ideas, opinions and views are regarded with respect, as is your privacy.  

Also in these first few days we need to look at the syllabus. You will see it posted in the right column. All you need to do is click & download the document to your computer. Please look it over and if you have questions, post them on this blog. I will answer any questions or concerns that you have.

Note that in this class, reading & blog assignments are scheduled on a week-by-week basis. Discussion questions and topics based on the assigned readings are posted on Monday or Tuesday of each week. Your comments will always be due the following Sunday at midnight. If something comes up and you are unable to post by Sunday at midnight, please let me know in an email (c.erler@ttu.edu). I understand that you have lives and things occasionally happen that disrupt the flow.

Let's see... I think that is all for now, but I will post again if I think of anything. In the meantime, please do the following:
1) Introduce yourself in a post on this blog
2) Download and read the syllabus
3)  Post any questions or concerns that you have about the syllabus, the textbooks, or this class

Thank you, all! I look forward to working with each one of you this semester.

carolyn