The Routledge Companion to Research in the Arts

researCh and the seLf

scriven, et al. (2009) describe one cycle in a longer project of action research focused
on and drawing on their own practice within Theatre in education in order to develop
their approach to theatre for young children. The third is a kind of reflective artistic
research, what Borgdorff (2009a) describes as ‘use- inspired, basic research’ since ‘it
seeks to both to broaden our understanding of the world and of ourselves as well as to
enrich that world by experimentally developing new artefacts, compositions, designs,
choreographies, images and art installations.’ giddens and Jones (2010) provide a
reflective commentary on their own artistic practice, tracing its evolution and the new
understandings it provides within performance theatre.

Distant placements in teacher education: researching myself, researching my students

Tony Gemmell

as an art and design lecturer in teacher education, substantial time is spent in visiting
student teachers in placement schools for the purpose of assessment and support.
Recent changes in education policy encourage universities to send students to all parts
of scotland. This practice breaks with the tradition of placing students in relatively
close proximity to the university.
i became excited about the prospect of undertaking research into what was different
and stimulating about these new and unfamiliar locations. i decided to provide a video
investigation of students’ perceptions of being so placed. i was interested in using a
school situation to say something about its environment, its time and place, but also in
using my existing visual interest in scotland. in my own art works, i use a range of ways
of gathering information and ideas for paintings and ceramics. These typically involve
using digital stills and video; making quick linear sketches in pen and pencil; and
writing words or poems about my ideas and feelings about spaces and times, particularly
in the scottish landscape. each method has its distinctive strengths but when pulled
together back in the studio, they help to contribute a deeper and holistic recall of ideas,
events and places. Filming and editing is therefore a natural part of my creative artistic
process.
The video showed an interview from a student on placement in the shetland
isles. The interview footage was preceded by images, commentary and music about
the environment outside the school. images included the architecture of the school;
footage of a giant norwegian barque under full sail, clearly visible from the steps of the
school; marine traffic entering and leaving the local harbour; the narrow streets of the
capital, lerwick; the people going about their daily business; and even close- ups of
puffins emerging from their burrows on the cliffs around the school.
The video was presented to educational researchers at edinburgh, and also at an
international educational research conference. it provoked puzzled expressions and
interesting discussions. it seemed that the interview section of the film was accepted
as a legitimate tool for gathering information from respondents but my reference in
the video to a sense of time and place in the wider environment provoked surprise and
controversy.
at this point i reflected on the meaning and direction of the research. i am used
to working with video as an expressive visual medium. all art is created in one