ORCID Profile
0000-0002-4228-3606
Current Organisation
The University of Newcastle
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Publisher: Informa UK Limited
Date: 2005
Publisher: Springer Singapore
Date: 26-10-2017
Publisher: Brill
Date: 28-07-2022
DOI: 10.1163/23644583-BJA10027
Abstract: Through an ethnomethodological and dialogical encounter with Australian classrooms in the lived experience of two visual art ( va ) educators, the authors seek to learn how working between online and studio learning approaches shaped teacher perceptions of student learning during the outbreak of covid -19 in 2020 and 2021. The research has two phases. Phase 1 sees the two va educators create learning narratives. These narratives, reported in summary in the article, through both material and digital form became the baseline data. In Phase 2 these themes were reworked as conversational questions. These questions then became the stimulus for a critical reflective online video conversation between the two va educators. The resulting discussion around the borderlines looks beyond specific apps, platforms, or products that the teachers used, their successes and failures and examines the digital, non-digital, material, social relations and pedagogical realities and futures that may or may be possible in the context of the postdigital va secondary classroom. These educators have had little time to assess the shift from a strong and well researched studio-pedagogy to their virtual creative learning futures. The challenges of this shift are revealed through their personal experiences.
Publisher: Leading English Education and Resource Network - LEARN
Date: 23-06-2022
Publisher: American Society of Clinical Oncology (ASCO)
Date: 20-06-2007
Abstract: To evaluate tumor response, pharmacodynamic effects, and safety of a combination of lomeguatrib (LM), an O 6 -methylguanine DNA-methyltransferase (MGMT) inactivator, and temozolomide (TMZ), TMZ alone, and LM/TMZ after disease progression on TMZ alone in patients with advanced melanoma. Patients with unresectable stage III or IV cutaneous melanoma who had no prior systemic chemotherapy were randomly assigned to receive either 40 to 80 mg LM and 125 mg/m 2 TMZ or 200 mg/m 2 TMZ on days 1 through 5 of each 28-day treatment cycle. Drugs were administered orally for up to six cycles of treatment. Patients on TMZ alone were offered LM/TMZ at progression, if fit enough to receive treatment. One hundred four patients were enrolled, with 52 in each trial arm. Twenty-seven TMZ-treated patients received LM/TMZ after progression on TMZ. Unexpectedly, analysis of tumor biopsies showed rapid recovery of MGMT after LM/TMZ with 40 mg/d LM. Therefore, doses of LM were escalated to 60 then 80 mg/d. Tumor response rates were 13.5% with LM/TMZ and 17.3% with TMZ alone. No patient responded to LM/TMZ having progressed through TMZ. Median time to disease progression was 65.5 days for LM/TMZ and 68 days for TMZ. All treatments were well tolerated, although hematologic and gastrointestinal adverse events were common. A higher incidence of hematological adverse events was observed in the LM/TMZ combination arm. The efficacy of LM and TMZ in the current dosing schedule is similar to that of TMZ alone. To maintain MGMT depletion in tumor dosing of LM needs to be continued beyond that of TMZ.
Publisher: Springer Science and Business Media LLC
Date: 21-01-2021
Publisher: Elsevier BV
Date: 11-2008
DOI: 10.1593/NEO.08702
Abstract: Metastatic cutaneous melanoma is highly resistant to cytotoxic drugs, and this contributes to poor prognosis. In vivo studies on the chemosensitivity of metastatic melanoma are rare and h ered by poor response rates to systemic chemotherapeutics. Patients who undergo isolated limb infusion (ILI) with cytotoxic drugs show high response rates and are, therefore, a good cohort for studying chemosensitivity in vivo. We used tumors from patients who underwent ILI to study the role of melanoma tumor-suppressor genes and oncogenes on melanoma chemosensitivity. Prospectively acquired tumors from 30 patients who subsequently underwent ILI with melphalan and actinomycin-D for metastatic melanoma were investigated for mRNA expression levels of p14(ARF), p16(INK4a), and MITFm. The mutation status of B-RAF, N-RAS, and PTEN were also determined. A high percentage of tumors had activating mutations in either B-RAF (15/30) or N-RAS (10/30) and only two tumors carried altered PTEN. High expression of p16(INK4a) and absence of an activating B-RAF mutation independently predicted response to treatment. Further, inducible expression of p16(INK4a) sensitized a melanoma cell line to death induced by melphalan or actinomycin-D. This study shows that high expression of p16(INK4a) or the absence of activated B-RAF correlates with in vivo response of melanoma to cytotoxic drugs.
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Science and Business Media LLC
Date: 14-10-2022
DOI: 10.1007/S13384-022-00574-9
Abstract: Creative careers are responding rapidly to new creative practices, new audiences, emerging digital platforms and technologies. These careers are well paid, resistant to automation and permeate all aspects of society. Yet students’ and teachers’ perceptions and attitudes are not in alignment with the reality of a job in Australia’s Creative Industries. Research exploring the perceptions of a creative career in high schools showed there was a significant disconnect between perceived jobs and actual jobs, impacting on student aspirations to work in the creative industries. Current narratives in schools need to shift beyond an outdated idea of traditional “Arts” towards the realities of a contemporary creative workforce which combines digital, entrepreneurial and creative skills. A mixed method Australian state case study, was conducted in regional school communities, collecting data from across creative classroom practice, surveys and interviews. The findings point to a limited understanding of creative careers held by specialist teachers, careers advisors and students. This resulted in severely limited advice being provided to high school students in terms of choices of secondary curriculum and educational pathways for a creative career.
Publisher: Springer Singapore
Date: 26-10-2017
Publisher: Springer Science and Business Media LLC
Date: 28-02-2020
Publisher: Wiley
Date: 12-2009
Publisher: Informa UK Limited
Date: 2005
Publisher: SensePublishers
Date: 2015
Publisher: Intellect
Date: 06-2014
DOI: 10.1386/JAAH.5.1.7_1
Abstract: Identity perspectives underpin an arts health intervention research project titled ‘Artmaking, visual narrative and wellbeing’. This article considers the adaptability benefits of working with art-making narratives to support the long-term emotional and physical well-being of people living with chronic autoimmune illness. The article describes the methods and background to the pilot transdisciplinary case study of twelve participants, the intervention, data sources and qualitative strategies that were intersected with quantitative, medical, physical and functionality indicators. It identified that time and memory work, using montage methods in visual narratives, supported a renewed confidence in the participants’ life journey. Notions of pain and time temporarily retreated when strong affective responses emerged from new storied possibilities. These findings demonstrate how visual narrative methods work as a sense-making experience for the collision between past narratives and present specific medical and/or sociocultural contexts. The findings are discussed in the context of their potential contribution to the wider arts and health debate.
Publisher: Wiley
Date: 09-2009
Publisher: Springer Science and Business Media LLC
Date: 28-06-2007
DOI: 10.1038/NATURE05887
Publisher: Leading English Education and Resource Network - LEARN
Date: 04-2016
DOI: 10.36510/LEARNLAND.V9I2.775
Abstract: E-learning is transforming the learning landscape. This paper focuses on photomedia participatory inquiry in an e-feed learning culture. It harnesses the bene ts of artful inquiry and elaborates on interactive re ective opportunities when using participatory research methods. Student e-learning journal ex les and the teacher re ective voice demonstrate how artful inquiry accommodates critical and re ective actions for new creative outcomes. The methods described and analyzed may have relevance to educators considering applying multi-semiotic learning approaches within e-learning journals as digital platforms become central to digital learning and communication of ideas.
Publisher: Consortium Erudit
Date: 08-10-2015
DOI: 10.7202/1033550AR
Abstract: This article focuses on the use of Photographic Participatory Inquiry (PPI) in researching the teaching and learning of photography in the e-learning environment. It is an arts-informed method drawing on digital tools to capture collective information as digital artefacts, which can then be accessed and harnessed to build critical and reflective photographic practices. The multimedia tools employed (for ex le GoPro video and screen capture) are critically discussed for their potential to contribute understanding of photographic artistic practice and the learning of a digital generation. The article may also provide critical insights and inform more nuanced methods for research and scholarship when wishing to investigate the personalized, participatory, and productive pedagogies of a networked learning society.
Publisher: Springer Science and Business Media LLC
Date: 18-05-2008
DOI: 10.1038/NG.163
Publisher: University of Alberta Libraries
Date: 27-02-2019
DOI: 10.18432/ARI29422
Abstract: This article tells the story of two fibre artists, Kathryn and Clare, who craft their intergenerational autoethnographic insights through the creation of textile artworks. It explores the collaborative journey of both artists, who came together to create an exhibition titled “Stitching Identities.” The artists have embraced the Deleuzian idea of the folding act in artmaking as a process of continuous and complex revealing of narratives and intuitive insights about self, a bringing of the inside to the outside and into material aesthetic form. It also embeds the writing of a colleague artist/educator, Michelle, who worked with them on the writing of the article and in addition draws on the critical, reflective and philosophical writing of education theorist Inna Semetsky (columbia.academia.edu/InnaSemetsky) who wrote the “Stitching Identities” exhibition catalogue essay. Their artmaking is their method, a way of crafting for meaning, a way to research and explore the self and the formation of their current identities.
Publisher: Brill
Date: 11-01-2021
DOI: 10.1163/23644583-BJA10013
Abstract: covid -19 has changed the way we sing in choirs and has seen the extraordinary uptake of Zoom as a video chat platform across society. This is a reflective tale of four choirs members and their insights into how they improvised with traditional choir singing in a Zoom space. It consideres how zoom pedagogies allowed them to bridge social isolation during the pandemic. It includes the voices of the conductor music teacher/technician the voice of a media savvy artist choir member and finally the voice of a singing visual educator. The article embeds Deleuzoguattarian thinking. It draws on the concepts of the machinic assemblage and becoming as choir participants who embraced Zoom to facilitate song. Singing in a zoom virtual choir brings forth a burgeoning new relational way of being. To find ways to sing and imagine life and self without physical, temporal and spatial borders.
Publisher: Informa UK Limited
Date: 15-05-2018
Publisher: Informa UK Limited
Date: 10-02-2022
Publisher: IntechOpen
Date: 12-10-2022
DOI: 10.5772/INTECHOPEN.101092
Abstract: Transdisciplinary art-science learning is linked to semiosis and the performative nature of learning. At the core of contemporary learning is sensemaking through images. We learn through how we perceive, remember, and imagine the world. An ethics-approved inquiry looked at the artmaking practices of gifted secondary school students between the ages of 15 and 17 years (n = 108) with a focus on their art-science performative learning. The study applies Deleuzoguattarian thinking and other post-structural perspectives on contemporary representational practices for learning and communication in art-science spaces. One of the research key findings is that artified visual pedagogies can both transverse and/or facilitate meaning-making across art-science spaces and brings forth the creation of science-linked identities. Educators must now engage with the idea that visual reasoning as performative action is now the connecting pedagogy in all epistemic fields.
Publisher: Informa UK Limited
Date: 07-02-2019
Publisher: Informa UK Limited
Date: 22-08-2014
Publisher: Queen's University Library
Date: 28-11-2010
DOI: 10.24908/EOE-ESE-RSE.V11I0.3167
Abstract: The challenge for arts educators is to find language and conceptual framings for visual art education that resonate with the transformative and literacy aims of mainstream education and position visual learning as essential. The unique value of visual knowing is now an imperative in our ocularcentric culture where new technologies, consumerism and unprecedented mobility impacts on all students in the twenty first century. Visual creative adaptability and its culturally located critical and generative understandings draw from our sense-rich world of human experience. Grounded in the theories of communicative knowing (Habermas,1976), becoming as the experience of performing self (Deleuze, 2001, 2004), experience and creativity as personal agency (Semetsky, 2003) and informed by socio-cultural inquiry, visuality and art practice as research (Sullivan, 2005) the research connects explicitly to socio-cultural values. This paper presents a conceptual model of Visual Embodied and Performative Pedagogy as a renewed language for visual arts education. It is grounded in material embodied practices, socio-cultural learning and identities understanding as they emerge in an ethico-aesthetic learning space that contributes to participatory democracy. The paper argues that the embodied and performative visual experience is central to personal socio-cultural inquiry and subjectivity insights. The paper will foreground the theoretical arguments for Visual Embodied and Performative Pedagogy of self with empirical Australian visual education research, between 2004-2007 (Dinham, Grushka, MacCallum, Brown, Wright, & Pasco, 2007 Grushka, 2009). It centers the significance of images in society and the need for all students to develop visual communicative competencies. The benefits of socially embedded and embodied visual inquiry are argued. In so doing it calls into question the illustrative and often secondary role afforded to visual communicative proficiency found in visual arts education and its related learning outcomes. It argues that it is an essential way of knowing for the mediation of ideas and feelings in the new image oriented society.
Start Date: 2015
End Date: 2015
Funder: Department of Veterans' Affairs, Australian Government
View Funded ActivityStart Date: 2016
End Date: 2017
Funder: Australian Government
View Funded Activity