Arts-based action research on enhancing children’s creativity through affect within participatory performance art and performance pedagogy
Abstract
This article presents arts-based action research on enhancing children’s creativity through affect within participatory performance art and performance pedagogy. The study hypothesis was that children’s creativity can be enhanced by affect experienced at a performance site. The purpose of the study was to investigate the impact of children’s involvement in artistic performance on their creativity at a performance site. The impact of interactions at the site, the co-participating children,and the involved artists were monitored on a daily basis to collect qualitative data, which were analyzed using a general inductive approach. Objective themes relating to the variables were retrieved from the collected data and assigned codes, concepts, and keywords extracted from photographs,video recordings, and observation notes. The case under investigation was the “Nomadic Radical Academy 2020: The Good, the Bad, and the Art”, which built on a pilot event held in 2019. This research concluded that performance art can have a social and creative impact during an art event through children’s participation and can be used by performance artists and educators.
Keyword : affective ethnography, arts-based action research, children, creativity, participatory performance art, performance pedagogy
How to Cite
Griniuk, M. (2021). Arts-based action research on enhancing children’s creativity through affect within participatory performance art and performance pedagogy. Creativity Studies, 14(2), 577-592. https://doi.org/10.3846/cs.2021.13775
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Lamm Pineau, E. (1994). Teaching is performance: Reconceptualizing a problematic metaphor. American Educational Research Journal, 31(1), 3–25. https://doi.org/10.3102/00028312031001003
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Long, R. T. (2005). Praxeology: Who needs it. The Journal of Ayn Rand Studies, 6(2), 299–316.
Majid, D. Ab., Tan, A.-G., & Soh, K.-Ch. (2003). Enhancing children’s creativity: An exploratory study on using the internet and SCAMPER as creative writing tools. Korean Journal of Thinking and Problem Solving, 13(2), 67–81.
Massumi, B. (2002). Post-contemporary interventions. Parables for the virtual: Movement, affect, sensation. S. Fish & J. Jameson (Series Eds.). Duke University Press. https://doi.org/10.1215/9780822383574
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Schechner, R. (1977). Essays on Performance Theory, 1970–1976. Drama Book Specialists.
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Sternberg, R. J. (2020). Creativity from start to finish: A “Straight‐A” model of creative process and its relation to intelligence. Journal of Creative Behavior, 54(2), 229–241. https://doi.org/10.1002/jocb.223
Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748
Treffinger, D. J., Isaksen, S. G., & Firestien, R. L. (1983). Theoretical perspectives on creative learning and its facilitation: An overview. Journal of Creative Behavior, 17(1), 9–17. https://doi.org/10.1002/j.2162-6057.1983.tb00970.x
Bishop, C. (2011). Lecture for creative time’s living as form. http://dieklaumichshow.doragarcia.org/pdfs/Bishop.pdf
Byrge, Ch. (2020). How to teach creativity: A hands-on guide for a holistic development of creative competencies and confidence in education. Business Research & Business Design.
Chishti, R., & Jehangir, F. (2014). Positive effects of elementary visual art on problem solving ability in later years of life. FWU Journal of Social Sciences, 8(1), 83–88.
Coghlan, D., & Brydon-Miller, M. (Eds.). (2014). The SAGE encyclopedia of action research (Vols. 1–2). SAGE Publications, Ltd. https://doi.org/10.4135/9781446294406
Cropley, A. J. (2014). Is there an “Arts Bias” in the Creativity Research Journal? Comment on Glāveanu. Creativity Research Journal, 26(3), 368–371. https://doi.org/10.1080/10400419.2014.929434
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press.
Duffy, B. (2006). Supporting early learning. Supporting creativity and imagination in the early years. V. Hurst & J. Joseph (Series Eds.). Open University Press.
Echo Gone Wrong. (2020). The Nomadic Radical Academy for climate change awareness at Meno Parkas Gallery. https://echogonewrong.com/nomadic-radical-academy-climate-change-awareness-menoparkas-gallery/
Egner, T., & Gruzelier, J. H. (2003). Ecological validity of neurofeedback: Modulation of slow wave EEG enhances musical performance. NeuroReport, 14(9), 1221–1224. https://doi.org/10.1097/00001756-200307010-00006
Egner, T., & Gruzelier, J. H. (2001). Learned self-regulation of EEG frequency components affects attention and event-related brain potentials in humans. NeuroReport, 12(18), 4155–4159. https://doi.org/10.1097/00001756-200112210-00058
Eisenberg, J., & James, K. (2005). The relationship between affect and creativity in organizations: The roles of affect characteristics, neuro-cognitive mechanisms and task type. In N. M. Ashkanasy, W. J. Zerbe, & Ch. E. J. Hartel (Eds.), Research on emotion in organizations: The effect of affect in organizational settings (Vol. 1, pp. 241–262). Emerald Group Publishing Limited. https://doi.org/10.1016/S1746-9791(05)01110-7
Eisner, E. W. (1997). The promise and perils of alternative forms of data representation, Educational Researcher, 26(6), 4–10. https://doi.org/10.3102/0013189X026006004
Gherardi, S. (2019). Theorizing affective ethnography for organization studies. Organization, 26(6), 741–760. https://doi.org/10.1177/1350508418805285
Glăveanu, V. P. (2013). Rewriting the language of creativity: The five A’s framework. Review of General Psychology, 17(1), 69–81. https://doi.org/10.1037/a0029528
Gowan, J. C. (1964). Twenty-Five suggestions for parents of able children. Gifted Child Quarterly, 8(4), 192–193. https://doi.org/10.1177/001698626400800410
Griniuk, M. (2021). Bridging the city: Connecting art, performance design, environment and education. In Society. Integration. Education: Proceedings of the International Scientific Conference, 4, 528–538. https://doi.org/10.17770/sie2021vol4.6412
Griniuk, M. (2020a). Performance pedagogy: Performing Fluxus pedagogy in a contemporary Lithuanian context. Acta Paedagogica Vilnensia, 44, 152–163. https://doi.org/10.15388/ActPaed.44.11
Griniuk, M. (2020b). Reflexive research on performance art documentation through EEG: A visual essay. Research in Arts and Education, 2, 87–97.
Gruzelier, J. H. (2014). EEG-Neurofeedback for optimizing performance. II: Creativity, the performing arts and ecological validity. Neuroscience and Biobehavioral Reviews, 44, 142–158. https://doi.org/10.1016/j.neubiorev.2013.11.004
Katila, S., Kuismin, A., & Valtonen, A. (2020). Becoming upbeat: Learning the affecto-rhythmic order of organizational practices. Human Relations: Towards the Integration of the Social Sciences, 73(9), 1308–1330. https://doi.org/10.1177/0018726719867753
Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 20–47). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.004
Jokela, T. (2019). Art-based action research for art education in the North. The International Journal of Art and Design Education, 38(3), 599–609. https://doi.org/10.1111/jade.12243
Jokela, T., & Huhmarniemi, M. (2018). Art-based action research in the development work of arts and art education. In G. Coutts, E. Harkonen, M. Huhmarniemi, & T. Jokela (Eds.), The lure of Lapland: A handbook of arctic art and design (pp. 9–25). Lapin yliopisto, University of Lapland.
Lamm Pineau, E. (1994). Teaching is performance: Reconceptualizing a problematic metaphor. American Educational Research Journal, 31(1), 3–25. https://doi.org/10.3102/00028312031001003
Leavy, P. (2018). Introduction to arts‑based research. In P. Leavy (Ed.), Handbook of arts-based research (pp. 3–21). The Guilford Press.
Long, R. T. (2005). Praxeology: Who needs it. The Journal of Ayn Rand Studies, 6(2), 299–316.
Majid, D. Ab., Tan, A.-G., & Soh, K.-Ch. (2003). Enhancing children’s creativity: An exploratory study on using the internet and SCAMPER as creative writing tools. Korean Journal of Thinking and Problem Solving, 13(2), 67–81.
Massumi, B. (2002). Post-contemporary interventions. Parables for the virtual: Movement, affect, sensation. S. Fish & J. Jameson (Series Eds.). Duke University Press. https://doi.org/10.1215/9780822383574
Moore, A. W. (2009). A brief genealogy of social sculpture. http://www.joaap.org/webonly/moore.htm
Regulations. (2016). Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 on the Protection of Natural Persons with Regard to the Processing of Personal Data and on the Free Movement of Such Data, and Repealing Directive 95/46/EC (General Data Protection Regulation). Official Journal of the European Union, 4(5). https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32016R0679&from=EN
Runco, M. A., & Albert, R. S. (2010). Creativity research: A historical view. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 3–19). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.003
Schechner, R. (1977). Essays on Performance Theory, 1970–1976. Drama Book Specialists.
Skaalvik, E. M., & Skaalvik, S. (2002). Internal and external frames of reference for academic selfconcept. Educational Psychologist, 37(4), 233–244. https://doi.org/10.1207/S15326985EP3704_3
Sternberg, R. J. (2020). Creativity from start to finish: A “Straight‐A” model of creative process and its relation to intelligence. Journal of Creative Behavior, 54(2), 229–241. https://doi.org/10.1002/jocb.223
Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748
Treffinger, D. J., Isaksen, S. G., & Firestien, R. L. (1983). Theoretical perspectives on creative learning and its facilitation: An overview. Journal of Creative Behavior, 17(1), 9–17. https://doi.org/10.1002/j.2162-6057.1983.tb00970.x