Research methodologies in creative practice : literacy in the digital age of the twenty first century - learning from computer games

Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing. The growth of the networked society, and the spread of Information and Communications Technologies (ICT), has brought about significant changes to traditional forms of literacy. Older, print based forms now take their place alongside a mix of newer multi-modal forms, where a wide range of elements such as image, sound, movement, light, colour and interactivity often supplant the printed word and contribute to the ways in which meaning is made. For young people to be fully literate in the twenty-first century, they need to have clear understandings about the ways in which these forms of literacy combine to persuade, present a point of view, argue a case or win the viewers’ sympathies. They need to know how to use them themselves, and to be aware of the ways in which others use them. They need to understand how digital texts organise and prioritise knowledge and information, and to recognise and be critically informed about the global context in which this occurs. That is, to be effective members of society, students need to become critical and capable users of both print and multimodal literacy, and be able to bring informed and analytic perspectives to bear on all texts, both print and digital, that they encounter in everyday life.

This is part of schools’ larger challenge to build robust connections between school and the world beyond, to meet the needs of all students, and to counter problems of alienation and marginalisation, particularly amongst students in the middle years. This means finding ways to be relevant and useful for all students, and to provide them with the skills and knowledge they will need in the ICT-based world of the Twentyfirst century. With respect to literacy education, engagement and technology, we urgently need more information as to how this might be best achieved.

Borrowings; or ways of making poetry by taking, working and returning: a study in creative practice

The collaborative poetry project ‘Borrowings’ investigates and theorises some of the processes of poetic composition. Two collaborators, by making use of incepts from each other's work, have generated new poems by exploring the nature of intertextual genesis. This paper presents key ideas generated by this activity and, in doing so, applies Deleuze's analysis of games to its consideration of the nature of poetic composition, along with his contention that ‘[t]o pass to the other side of the mirror is to pass from the relation of denotation to the relation of expression … It is to reach a region where language no longer has any relation to that which it denotes’. The project explores some of the ways in which poetry makes ‘sense’, both to the writer and reader; as well as questioning the extent to which poetry depends on its author's ‘decision’ about what to write. It also teases out some of the implications for how we understand authorship if authorial decisions may be generated by incepts of one kind or another that occur to the poet apparently randomly, or may be given to them by a line or phrase that they encounter while reading. This paper's ultimate wager, and one put to the test in the project itself, is that limitation has an expansive effect on the generation of creative work.

The gainers

Performed over 3 nights, The Gainers is an exploration of object-led creative practice within a psychophysical performance approach. Exploring Gibbs (2005) proposition that places the body as central to perception, the research questioned the relationship between object, task and movement when devising and investigated how the inherent structure within each purpose (object’s purpose, the purpose of the task, and purposeful movement) interacted to support greater divergence within the creative work, and similarly acted to provide additional coherence in convergent stages. Perception, Gibbs claims, ‘is not something that only occurs through specific sensory apparatus (e.g. eyeballs and visual system) in conjunction with particular brain areas, but is a kinesthetic activity that includes all aspects of the body in action’ (12). The research, through practice, found that solo bodied are cohered around shared task and object purposes bringing a shared embodied vocabulary to the ensemble and enhancing the way the actor/s invest meaning between their bodies. Just one outcome from The Charlie Project in which the forms of Charlie Chaplin provide the context and are investigated as structures for inter-textual performativity and design led performance making, The Gainers was developed in February-June 2015, and played to three general public audiences: 3, 4, 5 June.

The non-verbal and the verbal: expanding awareness of practice-led research in creative writings

This paper takes up the concept of practice-led research: research (or the production and performance of knowledge) that is implicit within practice – in this case creative arts practice and more specifically, creative writing practice. Does practice-led research offer new possibilities for recognition of contributions to research by writers? This exploration of creative practice and research stretches out tendrils between creative writing and other art forms. What may the predominantly non-verbal creative arts disciplines offer creative writing in terms of exploring modes of knowledge production and performance?

Community resilience, climate change, sustainability & engagement : adventures in creative project-based education on the Eyre Peninsula

Teaching sustainability ethics and creative practical technological applications holistically, in a multi-disciplinary ethos, with real community engagement is fraught with pedagogical and logistical issues. This paper reviews a highly community-acclaimed tertiary course/project, offered at the School of Architecture, Landscape Architecture & Urban Design at the University of Adelaide, undertaken on the Eyre Peninsula in 1st semester 2009. The course successfully enhanced student appreciation of rural community capacity building and economic fragility issues while undertaking a project-based approach to interrogating and working with rural communities to devise and demonstrate potential micro-relevant design and planning initiatives that could strengthen community resilience, climate change adaptiveness, and validate natural resource management aims within townships. The project involved some 120 students in 6 host communities through 6 local municipalities with the full support of the Natural Resource Management (NRM) Board and Local Government Association (LGA).

The paper reviews the project, its historical evolution, aims, objectives, learning strategies, community aspirations and outcomes, and positions such against various professional education accreditation frameworks. The methodological learning process, including its philosophical, pedagogical and instruments outcomes are reviewed and interrogated. The student learning outcomes, University reputation impact, and community impact, professional practice knowledge and skill attributes, and instrumental outcomes are also reviewed drawing upon evidence derived from extensive meetings, questionnaire surveys, synergistic NRM-sponsored research projects, student evaluation of teachings (SELTS), and local media coverage of the project.

The project has received applause from the Australian Institute of Architects (AIA) and Australian Institute of Landscape Architects (AILA), and preliminary endorsement from the Planning Institute of Australia (PIA), as being integral to the School’s curriculum that achieves their professional accreditation expectations of key learning experiences relevant to climate change, master planning and design, and community engagement. The project offers a possible educational model that enriches student experience and learning and addresses recent generic university community engagement policy expectations.

The critical role of task development in lesson study

While many aspects of Lesson Study are characteristic of effective pedagogy, the task or problem is perhaps the least understood by non-Japanese adopters of Lesson Study. In this chapter we focus on the pivotal rôle played by the task in the Research Lessons of Lesson Study practice in Japanese primary school mathematics. The metaphor adopted is that tasks are akin to icebergs, where most of the support is hidden, and is used in order to raise awareness of the bases of effective tasks. Examples of such tasks are described as they were presented in classrooms in both Australia and Japan.

Cross-artform creative practice as still-life recovery: Chinese-Western materialisms of time, writing and death

As argued by Norman Bryson, the still-life genre is sorely neglected by theorists and critics, largely because its concern with ‘low-plane reality’ (everyday items and acts) has obscured its genuine relevance to material thinking. By reappraising rather than abandoning the genre’s traditional themes of death and time—using a cross-cultural, Chinese-Western approach—it is possible to re-energise materialisms of time, writing and death within still life. Such a move depends above all on a re-evaluation of still life as ‘Vanitas’—the term which to date has unified, and more to the point limited, traditional still-life understandings of death and time. This article tracks a more explosive and creative materialism of still life simultaneously through the specifically Chinese approach to death (which includes the ‘Yin Yang’ 阴阳 as a sort of author of time) and via Gilles Deleuze’s cinematic philosophy of the time-image; what connects these is the very Deleuzean notion of time that subtends Chinese engagements with death. In this way, the still-life genre may be recovered from its current critical and theoretical malaise. Reconnecting with practice is a crucial aspect of this recovery, and so in its early stages this article analyses an example of still-life, creative non-fiction (authored by Cher Coad), and it concludes by establishing the value of this potentially ‘new chapter of the “still life” genre’ (in Matilde Marcolli’s terms) for the cross-artform analysis of the short story ‘Nhill’ (authored by Patrick West). Analysis, though, is only half the picture: a fully recovered still-life genre would see theory and practice endlessly circulating through each other, spurring on practice and impelling theory. Coad’s and West’s literary examples are introduced in the hope that they might trigger fresh theoretical and practice-based, still-life discoveries in prose and also in poetry.

Rich stuff : review of Jeri Kroll and Graeme Harper (eds), Research methods in creative writing

A review of a cutting-edge collection of scholarly articles engaging with contemporary theories of creativity and a gamut of valid and often exhilarating research methods in contemporary creative writing practice.

Formalising industry feedback in assessment practice for work integrated learning

Work Integrated Learning (WIL) programs, such as co-operative education programs, offer students a learning environment which exists outside the traditional classroom and specific discipline boundaries. This necessitates assessment practices that go beyond traditional practices and relationships. Work placement supervisors are best located to observe the students' learning and development and offer feedback on performance and improvement. An investigation was carried out in order to articulate the role of supervisors and work colleagues in facilitating learning in the workplace environment and their involvement in assessment practices. Interviews were conducted with academics and industry representatives on their perceptions of assessment task validity in terms of professional and generic skill development. A synthesis of the findings formed the basis of the research described in this paper. Key findings highlighted the need for better preparation of industry supervisors as to their role in providing feedback and assessment; better preparation of students for transition from the classroom to the workplace; and the importance of ongoing involvement of the three stakeholders (academic, supervisor and student) to maximise learning and professional development. Recommendations for assessment practices include suggestions on how to involve employers in appraising workplace performance; how to measure the real life application of learning; and the development of generic employability skills. © Common Ground, Kathy Henschke, Joan Richardson.

Complementary therapies or 'luxury' therapies? A nurse's experience in the use of complementary therapies in nursing practice

Complementary therapies have an increasing popularity. This case study explores the experience of a nurse who practises complementary therapies within the health care system where there is a still a widespread of skepticism within the medical profession. It is considered by the nurse that it is a 'luxury' to include these therapies in nursing practice.

Evaluation of a brief pilot nutrition and exercise intervention for the prevention of weight gain in general practice patients

Objective To pilot-test a brief written prescription recommending lifestyle changes delivered by general practitioners (GPs) to their patients.

Design The Active Nutrition Script (ANS) included five nutrition messages and personalised exercise advice for a healthy lifestyle and/or the prevention of weight gain. GPs were asked to administer 10 scripts over 4 weeks to 10 adult patients with a body mass index (BMI) of between 23 and 30 kg m− 2. Information recorded on the script consisted of patients' weight, height, waist circumference, gender and date of birth, type and frequency of physical activity prescribed, and the selected nutrition messages. GPs also recorded reasons for administering the script. Interviews recorded GPs views on using the script.

Setting General practices located across greater Melbourne.

Subjects and results Nineteen GPs (63% female) provided a median of nine scripts over 4 weeks. Scripts were administered to 145 patients (mean age: 54 ± 13.2 years, mean BMI: 31.7 ± 6.3 kg m− 2; 57% female), 52% of whom were classified as obese (BMI >30 kg m− 2). GPs cited ‘weight reduction’ as a reason for writing the script for 78% of patients. All interviewed GPs (90%, n = 17) indicated that the messages were clear and simple to deliver.

Conclusions GPs found the ANS provided clear nutrition messages that were simple to deliver. However, GPs administered the script to obese patients for weight loss rather than to prevent weight gain among the target group. This has important implications for future health promotion interventions designed for general practice.

Technical rationality and professional artistry in RD practice

This paper outlines the limitations of a technical rationalist approach to HRD practice without seeking to negate it. It then offers a complementary view based on Schon's notion of the reflective practitioner which exhorts HRD practitioners to embrace complexity and reflection. We outline, first, a number of dimensions of diversity which confer complexity upon HRD practice, and, second, a series of suggested questions that may aid the framing of practical problems in a more effective way than might be the case with a purely technical rationalist approach. We urge novice (and expert) HRD practitioners to adopt a mind set that is contemplative of the diversities that they may encounter in practice and which is conjectural with regard to how these diversities may impact upon problems and their solutions.

Applying a quality use of medicines framework to using essential oils in nursing practice

Nurses are increasingly incorporating complementary therapies into their practices. Aromatherapy is one of the most popular therapies. The basis of aromatherapy is essential oils, which are chemically active substances with a long history of safe traditional use and a growing evidence base to support their use in nursing care. In Australia, essential oils are classified and regulated under the same policies as conventional medicines such as the National Medicines Policy and the Quality Use of Medicines (QUM) framework applies. QUM is a framework for selecting and using medicines safely and effectively if medicines are indicated. The key elements of QUM are a systems-based approach to using medicines based on relevant evidence, partnerships, and informed client consent. Clients are placed at the centre of a QUM medication management process, which is consistent with holistic care. Applying a QUM approach to essential oil use, Quality Use of Essential Oils (QUEO), involves developing effective systems for managing essential oils from an holistic perspective that includes structured assessment and diagnostic processes to enable effective essential oil prescribing and outcome monitoring. In a QUEO approach, essential oils are integrated into the client's overall medication regimen and care plan rather than being used as ‘add-ons’. Adopting QUEO is consistent with the current national focus on the quality use of therapeutic substances, increases the profile of aromatherapy in nursing care and provides important information to guide future aromatherapy practices.

A brief review of PhDs in creative and performing arts in Australia

This paper reports on an aspect of a pilot project conducted in 2003 by the authors comprising a bibliographic analysis of all (approximately 51,000) Australian PhDs. The pilot work is both a data and methodological basis for a larger project that investigates the nature and development of PhDs in Australia as they evolved in the context of national economic, social and educational changes. This paper reviews the evidence from the bibliographic data held in library catalogues of PhDs in each Australian university. After considering the definitional properties and their operationalisation, the paper provides an overview of the first instances, locations and frequencies of PhDs in the creative and performing arts in Australia, fields which are relatively new to doctoral study and which pose challenges in terms of doctoral pedagogy and scholarship. This is contextualised in terms of the development of the contemporary university sector during the 1990s, including the growth in the creative and performing arts therein.