"The Reanimating Cultural Heritage project reintroduced these objects to both Sierra Leoneans and a wider audience, thereby creating a platform for future recovery of the Sierra Leone cultural heritage sector. The project, led by Dr Paul Basu, created an innovative digital heritage resource to provide digital access to the Sierra Leonean collections of the project's partner institutions (the British Museum, Brighton Museum and Art Gallery, Glasgow Museums, World Museum Liverpool, the British Library Sound Archive, and the Sierra Leone National Museum). The resulting www.sierraleoneheritage.org resource provides high quality images and enhanced information for over 3,500 Sierra Leonean objects from these museum collections.
Taking seemingly 'lifeless' museum objects, gathering dust in little-visited stores or displays, the project 'reanimated' them digitally by showing them alongside contextualising video, images, sounds and other media, 'reanimating' a traditional mask, for example, through video footage of a masquerade dance performance. The majority of the videos were made by Sierra Leoneans themselves, following participatory videomaking workshops. This ensured that a wide range of Sierra Leonean voices could be heard, from school children to weavers to religious leaders. Through integrating social networking technologies into the resource, visitors are able to comment and engage in dialogue about the objects and associated cultural practices."
(Arts & Humanities Research Council, 04/09/2012)
"research activities should primarily be concerned with research processes, rather than outputs. This definition is built around three key features and your proposal must fully address all of these in order to be considered eligible for support:
It must define a series of research questions, issues or problems that will be addressed in the course of the research. It must also define its aims and objectives in terms of seeking to enhance knowledge and understanding relating to the questions, issues or problems to be addressed
It must specify a research context for the questions, issues or problems to be addressed. You must specify why it is important that these particular questions, issues or problems should be addressed; what other research is being or has been conducted in this area; and what particular contribution this project will make to the advancement of creativity, insights, knowledge and understanding in this area
It must specify the research methods for addressing and answering the research questions, issues or problems. You must state how, in the course of the research project, you will seek to answer the questions, address the issues or solve the problems. You should also explain the rationale for your chosen research methods and why you think they provide the most appropriate means by which to address the research questions, issues or problems.
Our primary concern is to ensure that the research we fund addresses clearly-articulated research questions, issues or problems, set in a clear context of other research in that area, and using appropriate research methods and/or approaches.
The precise nature of the research questions, issues or problems, approaches to the research and outputs of the work may vary considerably, embracing basic, strategic and applied research. The research questions, issues, problems, methods and/or approaches may range from intellectual questions that require critical, historical or theoretical investigation, to practical issues or problems that require other approaches such as testing, prototyping, experimental development and evaluation. The outputs of the research may include, for example, monographs, editions or articles; electronic data, including sound or images; performances, films or broadcasts; or exhibitions. Teaching materials may also be an appropriate outcome from a research project provided that it fulfils the definition above.
The research should be conceived as broadly as possible and so consideration should also be given to the outcomes of, and audiences for, the research. The outcomes of the research may only benefit other researchers and influence future research, but consideration must be given to potential opportunities for the transfer of knowledge into new contexts where the research could have an impact.
Creative output can be produced, or practice undertaken, as an integral part of a research process as defined above. The Council would expect, however, this practice to be accompanied by some form of documentation of the research process, as well as some form of textual analysis or explanation to support its position and as a record of your critical reflection. Equally, creativity or practice may involve no such process at all, in which case it would be ineligible for funding from the Council."
(Arts and Humanities Research Council)
"This article discusses a particular project that attempted to make art-historical research evocative as well as analytical by employing rich, interactive multi-media. This reliance on evocative material extended techniques practiced by television drama-documentaries and considered their legitimacy and potential within academic art history."
[...what might "evocative research" mean?]
3). Esche-Ramshorn, Christiane and Stanislav Roudavski (2012). "Evocative Research in Art History and Beyond: Imagining Possible Pasts in the Ways to Heaven Project", Digital Creativity, 23, 1, pp. 1-21
"The AHRC is holding three open events focussing on our current themes: Care for the Future, Digital Transformations, Science in Culture, Translating Cultures, and the Connected Communities Programme.
The aim of the events is to provide background information about the development of the themes and activity to date, to consult on the future shape of the themes, including funding calls, and to provide attendees with an opportunity to discuss research ideas of potential relevance to the themes and network with colleagues."
(AHRC, 04 July 2012)
"Much current scholarship in the field of Elizabethan and Jacobean drama, including my own, focuses on the actual performance of plays in their own or later periods, regarding the texts that survive as, in different ways, blueprints for performance, and exploring them in the context of their performance spaces, actors and theatre-practice and of other agencies such as audiences that impact upon those texts in performance. My own research in these areas is largely conducted through practice.
But let me just sketch a brief background. In 1998, a sea-change occurred in the lives of arts (as opposed to humanities) researchers in the UK, with the creation of the Arts & Humanities Research Board (now Council) which, for the first time, funded practice-led research in the creative arts. I cannot stress too heavily the impact this had on the landscape of research in the performing arts.
That's not to say, of course, that research through practice had not been conducted before then. If I take my own department at Bristol as an example, scholars such as Glynne Wickham, Richard Southern and Neville Denny were experimenting from the early 1950s by staging medieval and early modern plays, and using their findings in their published work.
But the arrival of the AHRB not only provided funding for practice-led research in the academy, but in so doing, confirmed it as being as valid and - not to be underestimated - as respectable as research conducted through more traditional or conventional means. And - a point to which I shall return - it opened up debates not only on how such research might most profitably be conducted, but how it might be disseminated in forms other than the books or journal articles that had predominated - and be disseminated, in fact, through the practice/performance itself."