Creativity: Representational Practices in Artistic Domains

Research Team

Period

Funding Source

Chief Investigators:
Prof Susan Wright
Prof John Matthews
Dr Stephanie Burridge
Assoc Prof Tan Ai Girl
Prof Brian Street

Jun 2004 to Dec 2007

Centre for Research in Pedagogy and Practice

Ministry of Education
Singapore

Abstract

The project took a phenomenological approach to do a pilot examination of how preschool, primary and secondary school students become competent and fluent users of a variety of representational systems, using a range of media. The aim was to explore how identities, events, processes, products, models and normative practices are constructed through socialization and become instantiated through creativity and representational practices within artistic domains. The project centred on determining effective methods to address the complexity of arts teaching and learning and to yield robust findings for the continued development of a follow-up study. It began with the development, trialling and analysis of an Arts Coding Scheme (ACS) centred on multi-modal learning. A Manual was developed to accompany the scheme so that it could be interpreted and applied by other researchers, both in Singapore and internationally.

Methodology

Seven schools were purposively sampled based on their reputations for having good arts programmes to obtain phenomenological analyses of units of work in Kindergarten 1 (K1), Primary 1 (P1) and Secondary 1 (S1) classrooms. The ACS was applied to phenomenological analyses of units of work in these classrooms with a focus on teachers' and students' use of representational systems within the domains of art and music-movement. In addition, Case Study Methodology, data collection tools and procedures were trialled which included: interviews with principals and teachers of the schools to probe into their specific contexts, goals and challenges; focus group interviews with selectively sampled students preparing for dance competitions; focus group interviews with parents; observations of classroom, home and community contexts; and photographs/filming of students' artistic artefacts in school, home and community settings. The ACS was validated through several meetings with expert panels from CRPP, MOE and NAC. Data were transferred to the video-based software, StudioCode, and further, in depth analyses were conducted which illustrated the power to combine the fine grained analysis obtained through StudioCode with the broad-based analysis obtained through the excel-based ACS method.

Outcomes

The Case Study methodology and the ACS provide cogent research tools for presenting findings based on a small sample of schools. StudioCode analyses were provided in several formats. Of particular interest in the domain of music-movement and art are the evidences of representational practices incorporated into lessons. The coding scheme documented the use of descriptive, iconic, mimetic, metonymic, stylised, metaphoric and somantic representations by both the teachers and the students. The sum of the matrix data indicated that there was complexity and a range of these attributes. The classes were engaged and involved in a mix of productive and reproductive tasks. Patterns associated with the use of these emerged from the StudioCode analysis.

Publications/ Presentations

Burridge, S. (2004a). Memory Fields: Creative Explorations for Movement and Analysis. World Dance Alliance Asic Pacific, Congress on Research in Dance Symposia Publication, Tiawan.

Burridge, S. (2004b). Re: A Question of Context. Dance Research Conference Publication, Melbourne.

Burridge, S. (2005a). Chair Education panel –World Dance Alliance Conference, Malaysia.

Burridge, S. (2005b). Re: A question of context. In M.A. Nor & R. Murugappan (Eds.), Global and Local Dance in Performance University of Malaya.

Burridge, S. Re: A Question of Context (2005c). World Dance Alliance (Asia Pacific), International Dance Conference, University of Malaya, Malaysia.

Burridge, S. (2006a, March 6-9). The Phenomena of Youth Dance and Dancing Youth in Australia and Singapore. UNESCO World Conference on Arts Education: Building Creative Capacities for the 21st Century. Lisbon, Portugal.

Burridge, S. (2006b). Research and Documentation of Dance: Narratives in Multiple Texts, in S. Burridge (Ed.), World Dance Alliance the Asia Pacific.Festschrift Publication.

Burridge, S. (Ed.). (2006c). Shifting Sands: Dance in Asia and the Pacific. Ausdance (Australian Dance Council): World Dance Alliance.

Burridge, S. (2007). Dancing Proud and Strong: The Phenomena of Youth Dance And Dancing Youth In Australia and Singapore.

Burridge, S., Wright, S., & Matthews, J. (2005). Narrative Mapping: A Methodology for Creative Teaching and Learning (Dance). Redesigning Pedagogy: Research, Policy, Practice Conference, Singapore.

Burridge, S. & Wright, S. (2006, 8-18 June). Creativity: Representational Practices in Artistic Domains. Hong Kong Dance Festival, Hong Kong.

Burridge, S. & Wright, S. (2006a). Creativity: Representational Practices in Artistic Domains. In S. Street (Ed.), Hong Kong Dance Festival (pp. 64-70). Hong Kong: Dance Alliance.

Burridge, S. (2006b). The Phenomena of Youth Dance and Dancing Youth in Australia and Singapore. UNESCO World Conference on Arts Education: Building Creative Capacities for the 21st Century. Lisbon, Portugal.

Burridge, S. (2006c). Research and Documentation of Dance: Narratives in Multiple Texts, in S. Burridge (Ed.), World Dance Alliance the Asia Pacific.Festschrift Publication.

Lam, S. & Wright, S. (2005, November-December). Focus group interviews: Music teachers’ perspectives on promoting creativity in young children. Australian Association for Research in Education. Melbourne.

Lam, S.W.M. & Wright, S. (2004). The creative music curriculum for pre-primary school. Contemporary Issues in Early Childhood, 5 (2), 207-220.

Matthews, J. (2004). The art of infancy. In A. Kindler, E. Eisner, & M. Day (Eds.), Learning in the visual arts: Handbook of research and policy in art education. Canada: University of British Columbia.

Matthews, J. (2005, 7-9 July). Keynote Speaker at the Art in Early Childhood Conference, University of Roehampton.

Matthews, J. (2006). Very young children's development in movie-making. Mind, Culture and Activity, 12(4).

Wright, S. (2004). Art in the curriculum. In J. Brewer (Ed.), Introduction to early childhood education: Preschool through primary grades. Boston, MA: Allyn and Bacon.

Wright, S. (2005a, May). The case studies of music teachers’ perspectives on promoting creativity in young children. Redesigning Pedagogy: Research, Policy, Practice Conference, Singapore

Wright, S. (2005b). Children’s multimodal meaning-making through drawing and storytelling. Teachers College Record, date published: September 1

5, 2005 http://www.tcrecord.org ID Number: 12175.

Wright, S. (2005c). Children’s multimodal depictions of futures through drawing and storytelling. International Journal of Learning, Volume 11, 1619-1626. www.Learning-Journal.com

Wright, S. (2005d, May). Children’s Multimodal Meaning-making. Redesigning Pedagogy: Research, Policy, Practice Conference, Singapore.

Wright, S. (2005e, May). Creativity: Representational practices in Arts Disciplines. Redesigning Pedagogy: Research, Policy, Practice Conference, Singapore.

Wright, S. (2005f, August-September). Voices of children: Their depictions of futures through drawing and story. European Early Childhood Education Research Association 15th Annual Conference, Dublin.

Wright, S. (2006a). Children’s multimodal meaning-making: Giving voice to children through drawing and storytelling. In W. Bokhorst-Heng, M. Osborne, & K. Lee (Eds.), Redesigning pedagogy: Reflections on theory and praxis (pp. 175-189). New York: Sense.

Wright, S. (2006b). “Graphic-narrative authoring through multiple texts”. Paper presented at the American Educational Research Association Annual Meeting, San Francisco.

Wright, S. (2006c). Lessons to Learn: Do Enrichment Classes Help or Hinder Your Child?, Young Parents, January 5-6.

Wright, S. (2007a). Graphic-narrative play: Young children’s authoring through drawing and telling. International Journal of Education and the Arts, 8(8), 1-27. http://ijea.asu.edu/v8n8.

Wright, S. (2007b, 5-8 February). Graphic-Narrative Play: Authoring Through Multiple Roles and Fluid Structures. The Arts in Early Childhood 2nd International Conference, University of New England, Armidale NSW Australia.

Wright, S. (2007c). Young children’s meaning-making through drawing and ‘telling’: Analogies to filmic textual features. Australian Journal of Early Childhood, 32 (4), 37-48.

Wright, S. (2008). Giving voice to children through drawing: The role of the interlocutor. In S. Wright, L. Cohen & K. Poon (Eds.), Special Education: Perspectives and Practices. Singapore: Pearson.

Wright, S. (2009, July). “Graphic-narrative Play: Analogies to Filmic Text”. Keynote address presented at the 3rd International Art(s) in Early Childhood Conference, National Institute of Education, Singapore.

Wright, S. (2009, October). “Art as a Mediating Tool for Communicating”. Keynote address presented at the Research in Early Childhood Conference, University of Tianan.

Wright, S., & Burridge, S. (2007, May). “The State of the Arts in Singapore Schools”. Centre for Research in Pedagogy and Practice International Conference, Singapore.

Wright, S., Burridge, S., & Matthews, J. >(2005). Creativity: Representational practices in Arts Disciplines. Redesigning Pedagogy: Research, Policy, Practice Conference, Singapore.

Wright, S., & Burridge, S. (2008). Creativity: Representational Practices in Arts Domains. Singapore Ministry of Education, 46 pp.

Wright, S., Cohen, L., & Poon, K. (2008). Special Education: Perspectives and Practices. Singapore: Pearson Education.