Folksonomy | PhD is a structured repository of digital culture and creative practice. en-au Creative Commons License: (cc), Simon Perkins Sun, 29 Oct 2017 20:09:05 +1000 Sun, 29 Oct 2017 20:09:05 +1000 Constellations 2.0 60 Michael Glassco Contested images the politics and poetics of appropriation The dissertation traces the tactics of appropriation of Barbara Kruger The Billboard Liberation Front and Shepard Fairey as exemplars of transgression and commodification within the changing commercial conditions of neo-liberalism Their works tactics and strategies are emphasized as points of insight into the practices and conditions of subversion as well as the limits of hegemonic containment that reproduces the political and economic structure within which they operated The dissertation furthers and contributes to the theoretical and methodology of critical cultural studies as it emphasizes the role of the economy and ideology in reproducing the prevailing hegemonic order Critical cultural studies hinges on the concepts of hegemony as lived discursive and ideological struggles over meaning and communication resources within historically specific and socially structured contexts This framework emphasizes the poetics of appropriation - the use meaning and spaces of articulation of visual representations with the politics - the socio-economic and discursive conditions that reproduce the dominant social order Michael Glassco 2012 University of Iowa Sun, 29 Oct 2017 20:09:05 +1000 Constellations A participatory online application for research collaboration in higher education interdisciplinary courses The research establishes a model for online learning centring on the needs of integrative knowledge practices Through the metaphor of Constellations the practice-based research explores the complexities of working within interdisciplinary learning contexts and the potential of tools such as the Folksonomy learning platform for providing necessary conceptual support Sun, 01 May 2016 01:25:55 +1000 The art object does not embody a form of knowledge In this paper I start from the position that the proper goal of visual arts research is visual art An alternative position is that the art making process yields knowledge that is independent of the actual art objects produced However this relegates the art object to that of a by ndash product of the knowledge acquisition process and in my view places visual art making in the service of some other discipline Notwithstanding the fact that valuable knowledge may be acquired in this way from my standpoint it would be undesirable for this to become the dominant mode of arts research Therefore from my position the most interesting proposition to explore is the claim that the art object is a form of knowledge since it locates the art object as a central and fundamental component of the knowledge acquisition process Nevertheless as you will see in this paper I argue against this proposition I will not claim that the visual art object cannot communicate knowledge ndash it can Instead I will argue that this knowledge is typically of a superficial nature and cannot account for the deep insights that art is usually thought to endow into emotions human nature and relationships and our place in the World etc In short I aim to demonstrate that visual art is not nor has it ever been primarily a form of knowledge communication nor is it a servant of the knowledge acquisition enterprise Stephen Scrivener 2002 Scrivener Stephen 2002 The art object does not embody a form of knowledge Working Papers in Art amp Design ndash Vol 2 Tue, 01 Jul 2014 20:44:44 +1000 Co-Lab Practice and Theory Research Lab The Co ndash Lab has been established to provide essential support for research staff engaged in creative media practice from within the Media School National Centre for Computer Animation and School of Design Engineering and Computing at Bournemouth University Sharing knowledge across disciplines our aim is to create a space in which resources ideas and new areas of research can be opened up and supported Tue, 05 Nov 2013 14:42:38 +1000 ECSM 2014 European Conference on Social Media The European Conference on Social Media ECSM 2014 seeks to establish a home for researchers and practitioners with a wide range of approaches to engaging with the impact use and potential of social media across disciplines If the defining characteristic of social media is that users create share and respond to each others information then the European Conference on Social Media will offer a showcase for state of the art examples To achieve this goal we are inviting researchers to present their findings and new ideas and practitioners to demonstrate examples from which we can learn The first European Conference on Social Media ndash ECSM 2014 will take place in Brighton UK a city with a highly developed commercial artistic and academic engagement with the use and evaluation of social media This puts Brighton in an excellent position to share experience from European research and practise with Asia America Africa and the world Wed, 18 Sep 2013 16:45:08 +1000 Creativity is key to successful completion of design researcher PhDs DESIGNERS ENJOY DESIGNING The practicalities of the design ndash based Ph D or Ph D s generally in the creative arts often fails to recognise the wider needs of the researcher who would typically have bachelors and masters degrees in their field and where the structure of their degree programme s would have been practice ndash based i e they have considerable prior history of creative practice they enjoy creative practice and they may well miss the fulfilment of creative practice if none was undertaken during a three to five year full time Ph D STUDENTS NEED TUTORS THAT CAN DESIGN Practice ndash based learning at undergraduate and masters level requires a significant taught input by competent practitioners It is all too common for academics to loose or fail to develop capability in practice as they move through an academic career that is based on teaching and research The typical route by which full ndash time academics with a practitioner background acquire a Ph D is through part ndash time study In order to maintain competence as a practitioner for the benefit of students there is a case to encourage the use of practice in staff Ph D s RESEARCH OUTCOMES NEED DESIGNING An unexpected outcome from the author s experience of Ph D supervision in creative disciplines has been the scenario where professional practice was necessary for the progress of the research Tools are a popular and relevant outcome from design ndash based Ph D s and situations arise where the tool itself must be designed in order to facilitate its validation It is therefore necessary to consider the use of researcher ndash practice where practice is not a direct means of the data collection but a process by which research outcomes can progress to validation Mark Evans p 75 2009 Evans M 2009 Creative professional practice in methods and methodology case study examples from Ph D s in industrial design EKSIG 2009 Experiential Knowledge Method amp Methodology Experiential Knowledge Special Interest Group Sat, 23 Mar 2013 18:16:29 +1000 The practice-exegesis relationship in PhD research What characterises creative arts research practice in universities that offer doctoral degrees is the requirement not only to undertake a substantial practical project but also a reflective exegesis that contextualises the methodologies and significant contributions of the research The specific components of the exegesis are defined by each institution and re ndash negotiated by each candidate according to differing emphases Fortunately and by design the function of each candidate s exegesis can be redefined in relation to the practice it seeks to elucidate And whilst the requirement to also present a substantial written component can initially appear as a burdensome or daunting prospect for those unfamiliar with the processes of critical reflection ndash to those who recognise its reflexive possibilities ndash the exegesis in parallel with the creative work of the project can provide another arena of creative practice In this respect the outcomes of both a creative arts ndash based project and its exegesis can be presented as significant contributions to knowledge in the field Moreover a third creative space opens By interchanging and integrating the practice with the exegesis it may be possible to generate a combined and reflexive research praxis This chapter examines aspects of the practice ndash exegesis relationship with reference to my experience of undertaking and completing my doctoral research at Deakin University I am therefore speaking from a position of having confronted and struggled with the practice ndash exegesis relationship from inside the playing field Stephen Goddard 2007 p 113 Goddard S 2007 Correspondence Between Practices Practice as Research Approaches to Creative Arts Enquiry E Barrett and B Bolt I B Tauris amp Co Ltd http www scribd com doc 113746755 Practice ndash as ndash Research Sat, 02 Mar 2013 22:02:36 +1000 Discovery Through Design The Foetus Project Brazilian design graduate Jorge Lopes Dos Santos has developed a way of making physical models of foetuses using data from ultrasound CT and MRI scans He developed the project in collaboration with a paediatric cardiologist at Imperial College while studying on the Design Products MA course at London s Royal College of Art Jorge Lopes Dos Santos hopes the models which are made using 3D printing techniques can be used to train doctors and to help with emotional support for parents whose child may be born with deformities Dezeen 16 July 2009 Wed, 21 Nov 2012 16:51:05 +1000 Creative practice research reported through epistolary video The result of my doctoral research was presented as a creative work and an exegesis The research project was an autobiographical video production entitled Lorne Story This video production was in the form of a video postcard ndash an epistolary video reporting on the creative research practice as a creative video ndash specific research practice The accompanying exegesis was also in the form of a report ndash a written letter reflecting upon the creative video research practice and reflecting upon itself ndash as a creative written research practice This approach suggested that both the practice and the exegesis are creative research practices ndash both separately and together In my research the relationship between the practice and the exegesis also developed as a correspondence between practices Stephen Goddard 2007 p 113 Goddard S 2007 Correspondence Between Practices Practice as Research Approaches to Creative Arts Enquiry E Barrett and B Bolt I B Tauris amp Co Ltd http www scribd com doc 113746755 Practice ndash as ndash Research Wed, 03 Oct 2012 21:07:31 +1000 Handbook of social media for researchers and supervisors Social media such as wikis blogs social bookmarking tools social networking websites e g Facebook or photo ndash and video ndash sharing websites e g Flickr YouTube facilitate gathering and sharing of information and resources and enable collaboration Social media is a new form of communication that is changing behaviours and expectations of researchers employers and funding bodies The goal of this handbook is to assist researchers and their supervisors to adopt and use social media tools in the service of their research and in particular in engaging in the discourse of research The handbook presents an innovative suite of resources for developing and maintaining a social media strategy for research dialogues Careers Research and Advisory Centre Limited Wed, 26 Sep 2012 21:52:38 +1000 Student experiences of disability social networks in and around higher education For many young people social networks such as Facebook are an essential part of their student experience Other web ndash based interactive services like Wikipedia and YouTube are also an important facet of everyday student life New technologies have always been scrutinized for their capacity to support education and as social technologies become more pervasive universities are under increasing pressure to appropriate them for teaching and learning However the educational impact of applying these Web 2 0 technologies is uncertain Using a Foucauldian perspective my qualitative study explores the networked experiences of disabled students to examine how dis ability difference is ascribed and negotiated within social networks Data comprises 34 internet ndash enabled interviews with 18 participants from three English universities Interviews incorporate the internet to expand opportunities for discussion observation and analysis Mobile broadband a remote desktop viewer and screen capture have been flexibly applied together to ensure an accessible interview situation and recognise students preferences and circumstances Data is analysed using discourse analysis with an attention to context framed by activity theory Disabled students networked experiences are found to be complex and diverse For a proportion the network shifts the boundaries of disability creating non ndash disabled subjectivities For these students the network represents the opportunity to mobilise new ways of being building social capital and mitigating impairment Other participants experience the network as punitive and disabling Disability is socio ndash technically ascribed by the social networking site and the networked public Each inducts norms that constitute disability as a visible deviant and deficit identity In the highly normative conditions of the network where every action is open to scrutiny impairment is subjected to an unequal gaze that produces disabled subjectivities For some students with unseen impairments a social experience of disability is inducted for the first time As a result students deploy diverse strategies to retain control and resist deviant status Self ndash surveillance self ndash discipline and self ndash advocacy are evoked each involving numerous social cognitive and technological tactics for self ndash determination including disconnection I conclude that networks function both as Technologies of the Self and as Technologies of Power For some disabled students the network supports normal status For others it must be resisted as a form of social domination Importantly in each instance the network propels students towards disciplinary techniques that mask diversity rendering disability and the possibility of disability invisible Consequently disability is both produced and suppressed by the network Sarah Lewthwaite Slewth Press Sat, 14 Jul 2012 13:06:49 +1000 Design PhD Conference 2012 School of Design Northumbria University Date 27th and 28th June 2012 Place School of Design Northumbria The Design PhD Conference 2012 at the School of Design Northumbria University is a collaborative event between the School of Design s Centre for Design Research and ImaginationLancaster Lancaster University The conference offers an opportunity for PhD Students Masters Students recent graduates and businesses to meet exchange knowledge and ideas and learn about the latest developments in design thinking methods and research projects Northumbria University 7 January 2012 Mon, 18 Jun 2012 12:07:10 +1000 Information Environments Realising the geo graphic landscape of the everyday Graphic design and typography give visual form to communication For geographers this is the oft ndash ignored liminal space between landscape and its description author and reader For designers it is a crucial part of the communication process This practice ndash led inquiry proposes that by developing a cross ndash disciplinary geo graphic design process thus establishing the visualisation of space as a process itself and not by the product of scientific investigation designers will engage with place in a more proactive and productive way in terms of community content and communication Chosen for its complexity and its contrasting juxtapositions the London Borough of Hackney will be used as the research and testing ground for the enquiry Contrasting definitions of place will be used to underpin the project Doreen Massey s notion of place as process and Yi ndash Fu Tuan s vision of place as pause will frame the study in such a way as to recognise place as a postmodern site of spontaneity and chance but one that is shaped and known by events both past and present An ethnographic methodology will be used to gather and analyse content Methods of collection will include cultural probes participant observation and interviews This content will then be used to develop a series of print based design projects that will explore the problem of representation in a postmodern context and lead to the articulation and testing of a geo graphic design process Alison Barnes London College of Communication Sun, 01 Apr 2012 14:09:28 +1000 Cultivating Communities shifting from a material to a people-focused society The context of Cultivating Communities is the transition towards a sustainable society Because of several environmental issues this is one of the biggest challenges that our and future generations are facing I am convinced that this implies a shift from a material ndash focused society to a people ndash focused society During my PhD research I will explore how design can enable people to become part of this transition Experimenting with designing scenarios executed as creative contexts engaging toolkits and community platforms will be a central part of the research I believe that scenarios can be powerful instruments in enabling people to contribute to sustainable development The potential of these enabling scenarios will be tested during the cultivating communities project The goal of this project is to develop an education toolkit and platform focused on sustainable development for elementary schools Together with some local schools in Limburg Belgium I will develop a sustainable scenario around several vegetable ndash like characters Ben Hagenaars Fri, 13 Jan 2012 13:07:45 +1000 Training for Practice-Based Research Adaptation Integration and Diversity Our study was concerned with adapting existing research methods courses to accommodate practice ndash based research training rather than creating new programmes Lest we are tempted to develop courses customised exclusively for practice ndash based research students it is worth noting that practice ndash based research does not present as a unified mode of studying for a PhD There are differences between and within subject areas different modes of study and there are different outcomes In the case of PhDs by Composition at the University of Edinburgh the outcome to be examined is a portfolio of compositions suitable for presentation as a concert programme No written component is required other than musical notation and programme notes ECA defines practice ndash based research as the exploration of a subject of enquiry through practical work accompanied by a related text ECA Grad School Student Handbook 2005 ndash 2006 The usual model at ECA is for a series of artworks or designs in conjunction with a thesis text which may take the form of documentation rationale justification position ndash statement or critique As mentioned the strong assertion for practice ndash based research is that it is no different than any other kind of research or at least it is as different from the rest as they are from each other Our trial research methods course included students of archaeology architecture landscape architecture history of art visual and cultural studies sound design history of music furniture design fine art sculpture drawing and painting and architecture by design In fact student feedback singled out archaeology and laboratory ndash based research into architectural structures as having the least support from the course Practice ndash based students also found the course content less than satisfactory to their needs but personal attention from the art ndash practice researcher tutor seemed to ameliorate such deficits and certain lectures would at least make mention of practice ndash based research even if to indicate that it may be an exception to the case under discussion The importance of this basic level of recognition applies equally to transferable skills training Practitioners singled out time management scheduling and planning as crucial in the context of exhibitions and performances involving the management of a range of conflicting variables We conclude that acknowledgement of practice ndash based research along with every other mode of research represented in the class is the least that can be expected in a research methods course The minimum provision is for intellectual space for practice ndash based students to give voice to the issues that affect them and an invitation to discuss the relevance of the material presented in lectures A further level of engagement involves exposure to personnel who have an investment in the mode of research under discussion even if that mode of research is not incorporated into the curriculum But practice ndash based research students drew attention to the need for formal practitioner input as vital in delivering insights into ways of working particularly from those who have already gained PhDs through this mode of study Practitioner input is to be included within the portfolio of expertise that includes historians archivists musicologists technical experts and information specialists Whereas it is desirable to inject yet more course content to accommodate the different groups in a student cohort this recommendation raises the issue of how to do so in the context of a diverse student cohort Students from all areas reported their appreciation of the chance to study with students from different backgrounds and in different disciplines Disciplines can be sufficiently different but with common threads In the course under study these threads were highlighted in discussions and at the student conference that culminated the course Learning through a recognition of difference was also emphasized in the course documentation and some of the lectures and exercises Difference provocation and appropriation are major stimuli to creative production and can be exploited in a research methods course that supports a diverse range of students This is abetted by an ethos of openness and conviviality within the course identifying possible linkages and teaching staff being open in discussion contexts A diversity of research methods delivery is a seam to be mined in the case of practice ndash based research In this the potential eclecticism of practice ndash based research can provide a model for other modes of research expanding the idea of what a PhD is or can be None ndash the ndash less in our trial course the issue of relevance surfaced frequently The plan had been to deliver course material of general relevance in a lecture format open the session to discussion and then provide break ndash out groups organized along disciplinary lines In practice the break ndash out groups proved too informally constituted to fulfill this purpose and by this stage in any session the lecturers and students appetites for further delivery was diminished Students wanted to discuss often across disciplinary lines and according to other than disciplinary configurations The discussions were regarded as extremely valuable but not in addressing specific disciplinary needs There is a need for some classes at least that specifically address practice ndash based research issues We conclude that there is value in providing at least one lecture session on the problematics of research from a practice ndash based perspective and involving practitioners This discussion can also be highly relevant to humanities students whose interest in research may be more eclectic that students in disciplines with a scientific or empirical orientation Rather than remove practice ndash based research students from the cohort for special attention the alternative is to identify students from science ndash based disciplines or those working with strictly prescribed methodologies for alternative instruction Practice ndash based students reported their desire to participate in debate and discussion with interested students beyond their own fields In summary practice ndash based research students benefit from working in a diverse context and do not necessarily require their own course In fact practitioners reported that there are benefits in being exposed to a variety of different approaches which may shed new light on their research and the opportunity to make interdisciplinary connections Nor did students demand their own course just the recognition of the issues that affected their candidature the introduction of certain themes pertinent to their modes of research and exposure to experienced practitioners Richard Coyne and Jenny Triggs 2007 Fri, 13 Jan 2012 12:29:08 +1000