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22 JUNE 2011

PhD artistic practice as a theoretical thesis or artwork and exegesis

"The main purpose of research graduate study is to encourage independence and originality of thought in the quest for knowledge. The Doctor of Philosophy degree is awarded in recognition of a student's erudition in a broad field of learning and for notable accomplishment in that field through an original and substantial contribution to knowledge. The candidate's research must reveal high critical ability and powers of imagination and synthesis, and may be in the form of new knowledge, or of significant and original adaptation, application and interpretation of existing knowledge. ...

15. Presentation of PhD Theses by Creative Works

15.1.1 In the case of a thesis submitted in the area of artistic practice, presentation may be in one of two forms: a theoretical thesis or artwork and exegesis. The artwork may be in the form of exhibition, performance, literary work, film, CD Rom or other approved format. The artwork and exegesis will be examined as an integrated whole. The artwork should provide a coherent demonstration that the candidate has reached an appropriate standard in the research and has made a significant and original contribution to knowledge in the area. The exegesis should describe the research process and elaborate, elucidate and place in context the artistic practice undertaken. In the case of visual or performing arts, the examiners will attend the exhibition/performance, at which time they will be given a copy of the exegesis in temporary binding. A final copy of the exegesis will be provided to the examiners within three months of their viewing the artwork.

15.2 Examination of a Creative Work Other Than a Printed Thesis

15.2.1 Where other materials are to be examined, such as in the areas of visual, performing, literary or media arts, the candidate must seek approval from Research Degrees Committee for the form and presentation of the thesis at the time of the Stage 2 application for entry to the PhD program.

15.2.2 Artistic practice may be examined by a theoretical thesis or by artwork and exegesis. The artwork and the exegesis will not be examined separately but as an integrated whole constituting the original and substantial contribution to knowledge required from doctoral candidates.

15.2.3 A theoretical thesis is a written document which would conform in all respects to the remainder of this policy.

15.2.4 Studio–based inquiry may result in a thesis presented by artwork and exegesis. The artwork should be the research outcome, while the exegesis should describe the research process and elaborate, elucidate and place in context the artistic practice undertaken.

15.2.5 The exegesis would normally not exceed 50,000 words and would conform in all respects to the remainder of this policy. It should also contain a description of the form and presentation of the artistic practice which constitutes the remainder of the thesis."

(Queensland University of Technology, Manual of Policies and Procedures, 12.10.2007)


academic regulations • application and interpretation • artwork and exegesis • coherent demonstration • creative work • critical ability • Doctor of Philosophy • exegesis • existing knowledge • IF49 • Manual of Policies and Procedures • MOPP • new knowledge • original and substantial contribution to knowledge • original contribution to knowledge • originality of thought • PhD • powers of imagination • Queensland University of Technology • quest for knowledge • QUT • research degrees committee • research graduate study • research outcomeresearch process • significant and original adaptation • studio-based enquirysynthesis • theoretical thesis • thesis • thesis presentation


Simon Perkins
28 APRIL 2011

Narrative techniques in medicine: tagging / indexing narratives

"There are a number of ways in which text–based narrative content can be synthesized and analyzed to generate more quantitatively oriented findings. Common approaches involve attaching descriptors like tags (keywords) or indexes (retrieving concepts) or extracting thematic patterns as 'codes' (commonalities). The content author or a researcher can manually code content by looking for recurring ideas or subjects, or use Internet tools to attach tags to narrative content. One system developed by 'Cognitive Edge' applies semi–structured tagging to narrative content to generate 'numerical data with rich context' (Snowden)."

(Eleanor Herriman, p.3–4)

Fig.1 James 's Public Gallery [] 'People broke up into small groups to share personal health care stories. Stephanie Arnet and her daughter, Satwant and Onkar Dhillon and Debbie Miller.'

2). Eleanor Herriman (2008). 'Narrative Techniques in Medicine: Translating Cognitive Sciences into Potent Informatics Instruments', Vol. 3 No. 1 April 2008 Medical Informatics Review, IC Sciences Corp.



analysisannotationclinical medicine • code content • codes • cognitive potency • cognitive profiling • commonalities • Dave Snowden • descriptors • evaluation instruments • evaluation methods • extracting thematic patterns • healthcare • indexes • indices • internet tools • keyword tags • keywords • medical informatics • medicine needs narrative • narrative • narrative as personal expression • narrative as story • narrative content • natural language processingnew technologies • NLP • numerical data with rich context • open-ended questionspersonal narrativesquantitatively oriented findingsrecurring ideas • recurring subjects • researcher • retrieving concepts • semi-structured tagging • storysynthesistaggingtags • text-based narrative content • thematic analysisthematic patterns


Simon Perkins
24 JANUARY 2011

Practice vs praxis: modelling practitioner-based research

"Praxis, for me, involves the critical and inextricable meld of theory and practice. Thus practitioner–based research is concerned with processes for theorising practice ... In moving creatively into our practice we are fundamentally concerned to develop new knowledge, to challenge old beliefs and to speculate on the 'what ifs' of our concepts and processes. For the arts practitioner, this new knowledge is made in the context of and challenge to the history, theory and practices of the relevant field. The research function for developing and extending knowledge is judged on the outcome of the research, which synthesises, extends or analyses the problematics of the discipline. It is important to realise that this creative work resembles pure and applied research in any field. As Richard Dunn says; 'a work of art or design is embedded in or deforms the theory and practice of the discipline' (1994:8)."

(Robyn Anne Stewart, 2003, USQ ePrints)

1). Stewart, Robyn Anne (2003) Practice vs praxis: modelling practitioner–based research. In: 2002 International Society for Education through Art (InSEA) World Congress, 19–24 Aug 2002, New York, USA.


Simon Perkins
01 JANUARY 2011

New Directions in Interdisciplinarity: Broad, Deep, and Critical

"Before interdisciplinarity in either the disciplinary producing or disciplinary–circumscribing senses could manifest itself, disciplinarity itself had to take on its peculiarly modern form. Any assessment of interdisciplinarity – multi – and trans–, noncritical and critical– will benefit from an appreciation of this background.

Prior to the modern period, learning exhibited a kind of unity that might be called predisciplinary. Aristotle, it is true, introduced distinctions between logic, physics, and ethics, but these were never of a kind to raise the possibility of cross–disciplinary formations such as 'physical ethics.' During the Middle Ages, the division of the artes liberales into grammar, rhetoric, dialectic (the trivium), arithmetic, geometry, astronomy, and music (the quadrivium) ensured that the education of 'free men' included all the knowledge and skills needed to exercise their social roles. Insofar as it existed, disciplinary specialization was present more in the 'servile arts' of artisans and tradesmen. Not even teachers of the liberal arts became specialists in their different branches, because the idea of, for example, possessing arithmetic without grammar would have been considered a deformation of the mind. In the monastery schools, the unfettered pursuit of knowledge was viewed skeptically, criticized as curiositas, and therefore subject to disciplinization in a premodern behavioral sense. Only at the end of the Middle Ages, as the infinite pursuit of disciplinary knowledge took on the character of a spiritual activity, would Renaissance men become necessary to cross boundaries and synthesize diverse areas of learning."

(Robert Frodeman and Carl Mitcham, 2007, p.508)

[1][2] Frodeman, R. and C. Mitcham (2007). "New Directions in Interdisciplinarity: Broad, Deep, and Critical." Bulletin of Science, Technology & Society 27(6).


Aristotlearithmetic • artes liberales • artisanastronomy • cross boundaries • cross-disciplinary • curiositas • dialecticdisciplinary knowledgedisciplinary specialisationdisciplinesdiscursive fielddivisionethicsEuropean Renaissance • free men • geometrygrammarinterdisciplinarityknowledgeknowledge integrationlearningliberal artslogicmiddle agesModern • modern period • monastery schools • multidisciplinaritymusicorderingphysics • predisciplinary • premodernpursuit of knowledgeQuadriviumrhetoricservile artsskillsocial construction of knowledgesocial rolesspecialisation • spiritual activity • synthesis • tradesmen • transdisciplinarityTrivium • unity


Simon Perkins
31 JANUARY 2009

Strategies for Constructing Meaning

Inferencing, the process of judging, concluding, or reasoning from given information, has been described by some researchers as the heart of the reading process (Anderson & Pearson, 1984). Researchers have found that readers improve their abilities to construct meaning when they are taught how to make inferences (Hansen, 1981; Hansen & Pearson, 1983; Raphael & Wonnacott, 1985). Inferencing is the process that is involved as students make predictions before and during reading.

Monitoring, the process of knowing when what you are reading is not making sense and having some means for overcoming the problem, is an important part of students' metacognitive development (Baker & Brown, 1984a, 1984b; Brown, 1980). Expert constructors of meaning –– strategic readers –– are able to anticipate problems in their understanding and correct them as they occur (Paris, Lipson, & Wixson, 1983); these strategies for correcting problems are often referred to as fix–up strategies. Researchers have found that teaching students to monitor their reading improves their abilities to construct meaning (Palincsar & Brown, 1984a, 1984b, 1986). Strategies for monitoring include such things as asking oneself whether the reading is making sense, rereading, reading ahead, looking up words in the dictionary, or asking someone for assistance (Paris, Wasik, & Turner, 1991).

Summarising, pulling together the important information in longer texts, has been shown to be an important strategy in helping readers improve their abilities to construct meaning (Brown & Day, 1983; Bean & Steenwyk, 1984; Rinehart, Stahl, & Erickson, 1986; Taylor & Beach, 1984). This strategy must be developed with students over time and, because narrative text structure differs from expository text structure, should be taught differently for narrative texts and expository texts. In narrative texts, it involves focusing on the elements of story grammar (Mandler, 1984) or the story map. In expository texts it involves identification of main ideas (Baumann, 1986).

Question Generating
The support for these four strategies is significant. In addition, a fifth strategy, called question generating, is also supported by some researchers as being valuable for helping students construct meaning (Singer & Donlan, 1982; Davey & McBride, 1986). In using this strategy, students generate their own questions to be answered as they read. Brown and Palincsar (1985) demonstrated how effective student–generated questions can be in helping students improve their abilities to construct meaning. However, much research also shows that there may be difficulties in teaching the strategy (Pressley, Johnson, Symons, McGoldrick, & Kurita, 1989; Denner & Rickards, 1987). Therefore, question generating should be used cautiously."
(John J. Pikulski and J. David Cooper)


analysis • constructing meaning • inferencing • learningmonitoringpedagogy • question generating • reasoning • summarising • synthesis


Simon Perkins

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