ORCID Profile
0000-0003-4995-2814
Current Organisation
Monash University
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Publisher: Intellect
Date: 03-2021
DOI: 10.1386/ETA_00051_1
Abstract: This article explores the act of walking with vulnerability as a methodology of becoming-unhinged. As walking assemblage, we walk as an assemblage, becoming-unhinged through affective points of contact with the more-than-human world. We consider the act of walking-thinking as an act that forces thought to become-unhinged and, in that moment, permitting thought to come into contact with all kinds of affective points. We move through a dreaming-soulful practice of walking-thinking along coastal treks, with cows, with the moon, with vulnerability and with frames. The meeting of land/water, a full moon, a hillside cemetery, a sculpture park and the use of blindfolds and frames challenge perception- apprehension, while a series of written texts, movement, stillness and contemplative practices activate vulnerability. Our emerging texts speak back to twenty-first-century academia, challenging its normative production of knowledge through the co-creation and re-creation of text/images, producing knowledge differently and opening up possibilities.
Publisher: Intellect
Date: 06-2023
DOI: 10.1386/ETA_00135_3
Abstract: This essay is about the making of a visual essay as a response to the conditions of COVID lockdown (2020–21). It explores how two artists worked together and apart to develop inquiries through making and sharing art and text. We worked apart to produce artworks and together to construct the visual essay. Applying a duoethnographic method we created this visual essay to reveal our making processes within the limitations of COVID lockdown.
Publisher: Wiley
Date: 08-2021
DOI: 10.1111/JADE.12372
Abstract: This article explores how the Museum, Art and Wellbeing project brought primary school children and seniors from the same local community together to engage in explorative activities designed to reveal in idual and mutual assets for wellbeing. The Museum, Art and Wellbeing project undertook a participatory arts‐based approach to investigate how the assets of a large public institution such as Museums Victoria, Australia could reach out and engage different community groups. The seniors came from a local University of the Third Age (U3A) which offers a wide range of classes but does not usually engage with primary schools. Children at the primary school engage in art learning and separate wellbeing learning but these age‐stage sessions, as designated to incremental year levels, had not previously included direct involvement of seniors in learning activities. For both groups, the connection to Victoria’s state museums is marked by previous occasional one‐off visits. Museum resources have not been considered as ongoing assets for wellbeing that link to the local community in the way that this project does. The university’s role in brokering such connections by deploying often ignored human/institutional assets to support health and strengthen community has been explored in papers by fellow researchers, Justen O’Connor and Laura Alfrey. Our enquiry is extended in this article by focusing on how art education, specifically art‐making, and intergenerational learning can strengthen community and enhance wellbeing across school and community‐based educational contexts and museums.
Publisher: Informa UK Limited
Date: 20-02-2017
Publisher: Wiley
Date: 05-2023
DOI: 10.1111/JADE.12464
Abstract: Art and movement are motivating forces in, through, and beyond education. As populations age, there is an increasing need to support physical and social well‐being. Yet, since the onset of the COVID‐19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans‐disciplinary solutions, and this paper represents a joint effort within and across disciplines, communities and cultures to find ways to ameliorate this silent epidemic. In this paper, we propose a cross‐disciplinary conceptual framework where Aboriginal Artists and Knowledge Holders, Teacher Educators, and Physical and Occupational Therapists come together to explore theoretical and pedagogical insights that encompass intergenerational art–moving–well‐being practices, reducing feelings of loneliness and improving social connections across generations. There are two main aims of this paper first, to better understand current studies that report on integrating art–moving–well‐being practices, and the effect this has on health and well‐being of intergenerational participants (under 10‐year‐olds, 20+ year olds and 50+ year olds). Second, based on community needs, the long‐term aim is to propose a flexible art–moving–well‐being conceptual model that is scalable, sustainable and based on social and relational support systems. We propose a model that is flexible and adaptable within and across our local community and beyond. We argue that feelings of loneliness are unique to each in idual, and there is a need to connect specific intergenerational programmes with art–moving–well‐being practices that readily engage and integrate varied communities and cultures in sustainable ways and thus, contribute to thriving communities.
Publisher: Informa UK Limited
Date: 20-10-2021
Publisher: Intellect
Date: 03-2017
Abstract: In contemporary art, research and art education, the concepts of walking and mapping in singular and collaborative encounters with place are established as a generative learning, creative and research event. In this iteration of walking and encounter, four arts academics sought to extend and engage the practice of itinerant drift, collaboratively and discretely, mapping manifestations and then responding with an artful riposte in relation to educational practice. Using the provocation of playfulness, the methodology was inspired by the concept of the dérive and stimulated by Dada, Surrealist and Fluxus legacies. This visual essay portrays the assemblage of walking and encounter at the Peninsula c us site at Monash University through visual poetics, which aims to arouse continuing dialogue around place, learning, encounter, chance and disruption.
Publisher: Informa UK Limited
Date: 06-2010
No related grants have been discovered for Geraldine Burke.