ORCID Profile
0000-0002-3232-5761
Current Organisation
Deakin University
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Publisher: Intellect
Date: 24-05-2012
Abstract: There is a growing interest in community art, yet few resources are available for art teachers to develop curriculum material in this area, and there are few opportunities for students to engage in community arts-based learning. This article reports on an innovative community art project that engaged narrative, and sculptural form, as a way of learning about community, Place and identity. The project is explained from the perspective of an art educator, researcher and artist who was employed in the project both as community artist and as facilitator. This 'insider's perspective' aims to afford some context to relevant theories through which such projects can be understood as potentially beneficial to art education – particularly in the way people have used narrative to communicate issues of Place, and the ways in which artists have translated community narratives into sculptural form. The author's insider perspective is a lens into how community arts could offer students an opportunity to learn about contemporary art whilst at the same time learning about ways of engaging in community.
Publisher: Springer Science and Business Media LLC
Date: 21-07-2020
Publisher: Elsevier BV
Date: 12-2018
Publisher: The Interior Design - Interior Architecture Educators Association
Date: 12-2020
Abstract: Relational, multi-modal conversations between the authors’ experiences of a damaged environmental site occur through different knowledge systems including life sciences, art, agriculture and environmental science. The authors respond to the risks of the dramatic impact of the loss of water flow in the Barwon River, Victoria, Australia. This is a river that flows through the Indigenous lands of Wathaurong, Gulidjan, and Gadubanud country from the Otway Ranges and near to one of Deakin University’s c uses. Early in this century, groundwater extraction dried a sw wetland, generating toxic levels of acid and heavy metals which generated a major fish kill in 2016. Loss of water led to the aquifer site at Yeodene Sw revealing great depths of peat that, when burning, follows underground peat layers (an unknown river path) and emerges to ignite new above-ground fires. These issues and experience of dwelling in this part of Victoria inspire our embodied thinking, conversations, and art. They have prompted us to be ambitious in our actions—even provoking us to develop c aigns. Our value and respect for this place in the most holistic sense—geographic, experiential, spiritual, historical and biophilic—inspires us to come together to contextualise and apply responsibility, accountability, ethics, morality, justice and integrity. We respond to the question: What does embodiment of values look like in this context? Having brought this story into the 2019 Body of Knowledge Conference through walks and conversations by Gardiners Creek at Deakin University’s c us in Burwood, we have explored it further in this co-authored article.
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Singapore
Date: 2019
Publisher: Emerald
Date: 23-07-2020
Abstract: This paper explains a collaborative self-study research project that included an evolving arts-based inquiry (ABI) approach. The combined experiences of a visual artist/art educator and a drama educator, informed the design and use of ABI strategies to investigate practices of Australian teacher educator-researchers. These strategies are shared along with results from interviews that reveal the dynamics and value of this particular model of ABI within a larger research project. ABI was included in the methodology of collaborative self-study. It involved listening to participants’ arts-based and written responses then basing the next provocations on these outcomes. This gave ownership to the group members and reinforced the community of practice foci. ABI challenged academic identities and practices. It allowed for more enjoyment in the workplace, for reflection and reflective practice to develop. It provided opportunities for shifting perspectives and perceiving teaching practice differently, inspiring more creativity in teaching. It also improved relationships with co-workers and held the group together. The authors share this research to recommend others a way to collaborate within group research projects. The authors found it vital to have a co-ABI facilitator from within the group to collaborate with, in order to develop the most appropriate ABI provocations within an emerging research project. This model of research can generate honest and in-depth insights for participants (members of a community of practice) as to how and why they do the work (practices) they do. The study’s use of ABI offers an original perspective in the use of this methodology.
Publisher: Routledge
Date: 10-11-2022
DOI: 10.4324/B23046-6
Publisher: Informa UK Limited
Date: 10-05-2021
Publisher: Springer Singapore
Date: 2019
Publisher: Informa UK Limited
Date: 17-02-2022
Publisher: Edith Cowan University
Date: 08-2020
DOI: 10.14221/AJTE.2020V45N8.6
Abstract: Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. We have created and tested a model of collaboration. Data were drawn from: recordings of monthly group meetings discussion threads and documents on our leaning management site in idual interviews with all members of the group conducted three times across the project and reflections on these interview transcripts by in idual annotation and group discussions. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted by pairs of collaborators, international networking, and enactments of scholarship. A key element of the success of this model was the foundation of this research in arts-based inquiry. The model has enabled rapid and rich development of academic collaboration with flexibility to develop new practices and projects that benefits research and teaching.
Publisher: Springer International Publishing
Date: 2021
No related grants have been discovered for Shelley Hannigan.