Researching the Teaching of Drawing

Edited by Raymond M. Klein, Nova Scotia College of Art and Design University

May 2022 / ISBN: 978-1-62273-946-2
Availability: In stock
212pp. [Color] ¦ $85 £69 €75

The Drawing Laboratory at NSCAD University was founded with funding from the Social Sciences and Humanities Research Council of Canada in 2005 as a collaboration between psychological scientists from Dalhousie and drawing instructors at NSAD. The Drawing Lab is thus a unique place where scientists and artists collaborate on interdisciplinary research about the complex intellectual and practical act of drawing from observation. By bringing the scientific method to bear on how drawing processes unfold, those involved seek to improve drawing education while furthering research on the cognitive processes involved in drawing. The chapters in this book describe that research. ‘Perceptual and Cognitive Processes in Drawing from Observation’ will hold much interest for drawing instructors and students, psychologists and neuroscientists with a specialism in art, as well as those with a general interest in art and science. Authors of this volume are Amanda Burk, John Christie, Tim Fedak, Raymond Klein, Geniva Liu, Bryan Maycock, Mathew Reichertz and Jack Wong.

Beyond the Traditional Essay: Increasing Student Agency in a Diverse Classroom with Nondisposable Assignments

Edited by Melissa Ryan, Alfred University and Kerry Kautzman

March 2022 / ISBN: 978-1-64889-408-4
Availability: In stock
140pp. ¦ $62 £49 €54

This volume offers a range of responses to the problem of “disposable assignments,” essays written just for a grade and then thrown away. The scholars collected here explore how renewable assignments can contribute to public knowledge, eliciting student work that is shared across networks of learning, that does something, that transcends the teacher’s grade. Although there is significant interest in such innovative teaching practices, particularly in this year of pedagogical experimentation, there are few resources for teachers that collect in one place both scholarly context and practical advice for implementing renewable assignments in the classroom. The essays in this volume range widely, from demonstrating how digital tools engage and empower reluctant learners, to raising theoretical questions around intellectual property, to measuring the success of renewable assignments through outcomes assessment.

A Girl Can Do: Recognizing and Representing Girlhood

Edited by Tiffany R. Isselhardt, Girl Museum

March 2022 / ISBN: 978-1-64889-406-0
Availability: In stock
272pp. ¦ $84 £66 €72

How do scholars research and interpret marginalized populations, especially those that are seldom recognized as marginalized or whose sources are believed to be rare? Combining intersectional feminism and public history methodologies, ‘A Girl Can Do: Recognizing and Representing Girlhood’ reflects on how girlhood is found, researched, and interpreted in museums, archives, and historic sites. Defining “girl” as “self-identifying females under the age of 21,” ‘A Girl Can Do’ lays the groundwork for understanding girlhood, its constructs, and its marginalization while providing faculty, students, and working professionals with ten case studies on researching and working with girlhood. Contributors include archaeologists, archivists, curators, educators, and historians who demonstrate how adding a girl studies lens fosters greater inclusivity and diversity in our work. Whether studying spatial techniques of marginalization in colonial Peru, the daybooks as records of girlhood in late-nineteenth century Sweden, or collaborating with self-identifying fangirls to produce a pop-up exhibition, the contributors demonstrate the variety of sources and methods that can be used to interpret this oft-overlooked population. Throughout, ‘A Girl Can Do’ petitions for collaborative and creative thinking in how we can reframe and reinterpret our sources – both traditional and overlooked – to shed new light on how girls have contributed to, and provide frames of reference for, human history and culture.

A Girl Can Do: Recognizing and Representing Girlhood

Edited by Tiffany R. Isselhardt, Girl Museum

March 2022 / ISBN: 978-1-64889-405-3
Availability: In stock
272pp. [Color] ¦ $119 £91 €101

How do scholars research and interpret marginalized populations, especially those that are seldom recognized as marginalized or whose sources are believed to be rare? Combining intersectional feminism and public history methodologies, ‘A Girl Can Do: Recognizing and Representing Girlhood’ reflects on how girlhood is found, researched, and interpreted in museums, archives, and historic sites. Defining “girl” as “self-identifying females under the age of 21,” ‘A Girl Can Do’ lays the groundwork for understanding girlhood, its constructs, and its marginalization while providing faculty, students, and working professionals with ten case studies on researching and working with girlhood. Contributors include archaeologists, archivists, curators, educators, and historians who demonstrate how adding a girl studies lens fosters greater inclusivity and diversity in our work. Whether studying spatial techniques of marginalization in colonial Peru, the daybooks as records of girlhood in late-nineteenth century Sweden, or collaborating with self-identifying fangirls to produce a pop-up exhibition, the contributors demonstrate the variety of sources and methods that can be used to interpret this oft-overlooked population. Throughout, ‘A Girl Can Do’ petitions for collaborative and creative thinking in how we can reframe and reinterpret our sources – both traditional and overlooked – to shed new light on how girls have contributed to, and provide frames of reference for, human history and culture.

Poetic Inquiry: Unearthing the Rhizomatic Array Between Art and Research

Adam Vincent, University of British Columbia; University of the Fraser Valley

June 2022 / ISBN: 978-1-64889-343-8
Availability: In stock
214pp. ¦ $49 £36 €41

This book identifies and describes facets of poetic inquiry, a research method/methodology/tool that uses poetry in the research process (information gathering, analysis and/or dissemination). Specifically, this book explores how and why it is in use, provides revelations around its unparalleled function(s) in research, and presents an exemplification of a close reading approach, trialled in the study framed in the book, that can draw further knowledge from the products of poetic inquiry studies. Poetic inquiry studies are somewhat established, and their findings are being published in academic journals and books however, poetic inquiry is currently undertheorized and noticeably missing from notable research methods textbooks and publications that discuss the merits of arts-based research. This may have the negative result of knowledge being lost or overlooked that could hold answers to previously unanswered questions that exist across the disciplines. In response to this problem, this book (drawing from the doctoral research study therein), highlights poetic inquiry’s theoretical underpinnings and pragmatic uses in research and scholarship that can be adopted and adapted by new and established scholars. This is done using the tenets of poetic inquiry as a frame and includes in-depth literature review and an exploration of the findings of interview with four notable poetic inquiry scholars in education in Canada. Detailed profiles for each participant have been created to analyze and emphasize their distinctive poetics and approaches to scholarship. Lastly, this book considers ways that poetic inquiry can inform teaching practices, as poetry is seen to permeate the participants’ lives and influence their approaches to teaching at the post-secondary level. This book is written for both early career and well-established scholars who have an interest in exploring ways that poetic inquiry (which marries art and epistemology) can enhance their research and teaching practices.