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Practice as research in the artsprinciples, protocols, pedagogies, resistances /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Practice as research in the artswritten and edited by Robin Nelson.
其他題名:	principles, protocols, pedagogies, resistances /
作者:	Nelson, Robin,
出版者:	New York :Palgrave Macmillan,2013.
面頁冊數:	1 online resource (xiv, 229 p.)
標題:	Performing artsResearch
電子資源:	https://link.springer.com/book/10.1057/9781137282910
ISBN:	9781137282910 (electronic bk.)

Practice as research in the artsprinciples, protocols, pedagogies, resistances /
Nelson, Robin,1949-

Practice as research in the artsprinciples, protocols, pedagogies, resistances /[electronic resource] :written and edited by Robin Nelson. - New York :Palgrave Macmillan,2013. - 1 online resource (xiv, 229 p.)

Includes bibliographical references and index.

Robin Nelson on practice as research. Introduction: the what, where, when and why of "practice as research" -- From practitioner to practitioner-researcher -- Conceptual frameworks for par and related pedagogy: from "hard facts" to "liquid knowing" -- Supervision, documentation and other aspects of praxis -- ParPhDs: a guideline/clew to a successful outcome for all (candidates, examiners, administrators, regulators) -- Regional perspectives. Aotearoa/New Zealand and practice as research / Suzanne Little -- Artists in Australian Academies: Performance in the labyrinth of practice-led research / Julie Robson -- PaR in Continental Europe: a site of many contests / Dieter Lesage -- Artistic research in a Nordic context / Annette Arlander -- Practice as Research in South Africa / Veronica Baxter -- Why Performance as Research? a US perspective / Shannon Rose Riley.

This book takes a fresh 'how to' approach to Practice as Research. At the 'performance turn' it argues that old prejudices should be abandoned and that a PaR methodology and its modes of 'doing-knowing' should be fully accepted in the academy. It refines Robin Nelson's earlier models for PaR but sustains the dynamic and dialogic interplay between different modes of knowledge-production in a multi-mode research inquiry. It advances strategies for articulating and evidencing the research inquiry and offers practical guidance to practitioner-researchers on how to conduct a PaR inquiry. With reference to examples drawn from a decade of supervisory, examining and audit experience, Nelson addresses - and offers answers to - the many questions students, professional practitioner-researchers, regulators and examiners have posed in this domain. To broaden the perspective and take account of differing levels of acceptance and development of programmes in PaR around the word, in Part II of the book six international contributors respond to Part I and afford cross-sights from the standpoint of their territory (covering the US, Europe, South Africa and New Zealand).

ISBN: 9781137282910 (electronic bk.)

Source: 642327Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

644726
Performing arts
--ResearchIndex Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: PN1576 / .N45 2013

Dewey Class. No.: 792.072

Practice as research in the artsprinciples, protocols, pedagogies, resistances /
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520 $a This book takes a fresh 'how to' approach to Practice as Research. At the 'performance turn' it argues that old prejudices should be abandoned and that a PaR methodology and its modes of 'doing-knowing' should be fully accepted in the academy. It refines Robin Nelson's earlier models for PaR but sustains the dynamic and dialogic interplay between different modes of knowledge-production in a multi-mode research inquiry. It advances strategies for articulating and evidencing the research inquiry and offers practical guidance to practitioner-researchers on how to conduct a PaR inquiry. With reference to examples drawn from a decade of supervisory, examining and audit experience, Nelson addresses - and offers answers to - the many questions students, professional practitioner-researchers, regulators and examiners have posed in this domain. To broaden the perspective and take account of differing levels of acceptance and development of programmes in PaR around the word, in Part II of the book six international contributors respond to Part I and afford cross-sights from the standpoint of their territory (covering the US, Europe, South Africa and New Zealand).
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