This book provides insights into the practice of trance-based inquiry through arts-based research…. Embedded in lived experience and theory, this book introduces the reader to the liminal space of place and trance-based inquiry processes entwined with creative artworkings….Each chapter presents examples from women artists and culminates with experiential practices drawn from the author’s decades of creative peregrinations to assist artists, teachers, and researchers in transmitting a conscious way of practicing and creating with trance.
Book Chapter Conversations:
Gestare Art Collective
Tannis Hugill & Tannis Hugill Part 2
Yantra de Vilder
Wendalyn Bartley
This book offers reflections from Arts-Based Educational Research (ABER) scholars who, since 2005, were awarded the American Educational Research Association ABER Special Interest Group’s Outstanding Dissertation Award. The book includes essays from ten awardees who, across diverse artistic disciplines, share how their ABER careers evolve and succeed—inspiring insights into the possibilities of ABER. It also ex-amines the essential role of mentorship in the academy that supports and expands ABER scholarship. Drawing from disser-tation exemplars in the field, this book allows readers to look at how ABER scholars learn with the world while creatively researching and teaching in innovative ways.
This volume presents a scholarly investigation of the ways educators engage in artistic and contemplative practices – and why this matters in education. Arts-based learning and inquiry can function as a powerful catalyst for change by allowing spiritual practices to be present within educat- ional settings, but too often the relat-ionship between art, education and spirituality is ignored. Exploring artistic disciplines such as dance, drama, visual art, music, and writing, and forms such as writing-witnessing, freestyle rap, queer performative autoethnograph, and poetic imagination, this book develops a transformational educational paradigm. Its unique integration of spirituality in and through the arts addresses the contemp-lative needs of learners and educators in diverse educational and community settings.
Studio M* 