The story of “aestexts”
About developing a concept and exploring it as a tool in a research process about the kindergarten's soundscapes
DOI:
https://doi.org/10.7577/ar.4984Abstract
This article explores how "aestexts" can be created and create meaning in a practice-led research process on exploring the kindergarten’s soundscapes. By ‘aestexts’ is meant texts with aesthetic qualities, often in different modalities, that serve as tools in research both in individual thought processes and in reflexive collaborative processes. The aestexts act as ’tools of thought‘ in the exploration of researcher roles, as empirical data together with photographs and transcribed group conversations, and as examples of analysis. A/r/tography, poetic inquiry and narrative analysis are used as methodological approaches. In the article, the reader can follow the development of the aestexts from being verbal, poetic renderings to also encompassing auditory and visual narratives. Through this change, the aestext also goes from acting as a tool in exploring one’s own research role to having significance as a co-creative research tool in a research group. The’work also shows that aestexts can lend themselves to express complexity and subjective experiences including the evocative and that the kindergarten’s soundscapes emerge with several nuances. The texts are further explored as knowledge resources in practice-led research in close cooperation between the kindergarten sector and early childhood education.
Webpage photo: "Lyttelinjer" by Tona Gulpinar
References
Barone, T. & Eisner, E. W. (2012). Arts based research. Sage.
Birkeland, L. (1998). Pedagogiske erobringer : om praksisfortellinger og vurdering i barnehagen. Pedagogisk forum.
Bjørkvold, J. R. (2008). Å sette fyr på en tanke. Samtale med Jon-Roar Bjørkvold. I M. M. Andersen (Red.), Skriveboka (s. 41-46). Aschehoug.
Bourriaud, N. (2002). Relational form. I N. Bourriaud (Red.), Relational aesthetics (s. 11-24). Presses du réel.
Bresler, L. (2006). Toward Connectedness: Aesthetically Based Research. Studies in Art Education: A Journal of Issues and Research in Art Education, 48(1), 52-69. https://doi.org/10.1080/00393541.2006.11650499
Burroway, J., Stuckey-French, E. & Stuckey-French, N. (2019). Call Me Ishmael. Point of view. I J. Burroway, E. Stuckey-French & N. Stuckey-French (Red.), Writing fiction : a guide to narrative craft (10. utgave. utg., s. 153-179). The University of Chicago Press.
Børli, H. (2020). Beste dikt. Aschehoug.
Cahnmann, M. (2003). The Craft, Practice, and Possibility of Poetry in Educational Research. Educational researcher, 32(3), 29-36. https://doi.org/10.3102/0013189X032003029
Cox, C. (2009). Sound Art and the Sonic Unconscious. Organised sound : an international journal of music technology, 14(1), 19-26. https://doi.org/10.1017/S1355771809000041
Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry & research design : choosing among five approaches (4th ed. utg.). SAGE Publications.
Deleuze, G. & Guattari, F. (2015). Tusen Platåer (G. Holmbäck, Overs.). Tankekraft Förlag.
Dewey, J. (2008). "Å gjøre en erfaring" fra Art as Experience (1934). I A. Bø-Rygg & K. Bale (Red.), Estetisk teori : en antologi (s. 196-213). Universitetsforl.
Dohn, N. B. (2008). Fordrer adækvat aktionsforskning 'viden i praksis'? Nogle videnskabsteoretiske overvejelser. Res Cogitans, 5(1), 57-85.
Eik, L. T. (2021). Det viktige profesjonsspråket. Barnehagefolk, 3.
Eisner, E. W. (1993). Forms of Understanding and the Future of Educational Research. Educational Researcher, 22(7), 5-11. https://doi.org/10.3102/0013189X022007005
Eisner, E. W. (2008). Art and knowledge. I J. G. Knowles & A. L. Cole (Red.), Handbook of the arts in qualitative research : perspectives, methodologies, examples and issues (s. 3-12). Sage Publications.
Engesnes, N. (2019). Estekster i intra-aksjon, en utforsking av poetisk skriving [Exam text on the course Arts Based Research Processes - An Introduction (PHUV9380)].
Faulkner, S. L. (2017). Poetic Inquiry. Poetry as/in/for Social Research. I P. Leavy (Red.), Handbook of Arts-Based Research (s. 208-230). Guilford Publications Inc. M.U.A.
Fossland, B. (2017). I stormens øye: Eksistensielle utviklingsdialoger i lærerutdanning. I S. M. Gjøtterud, H. Hiim, D. Husebø, L. H. Jensen, T. Steen-Olsen & E. Stjernstrøm (Red.), Aksjonsforskning i Norge : teoretisk og empirisk mangfold (s. 231-250). Cappelen Damm akademisk.
Gadamer, H.-G. (2012). Sannhet og metode : grunntrekk i en filosofisk hermeneutikk (L. Holm-Hansen, Overs.). Pax.
Haseman, B. (2006). A manifesto for performative research [Paper in: Practice-led Research. Green, Lelia and Haseman, Brad (eds).]. Media international Australia incorporating Culture & policy, (118), 98-106. https://doi.org/10.3316/ielapa.200603420
Haug, K. H. & Jamissen, G. (2015). Se min fortelling : digital historiefortelling i barnehagen. Cappelen Damm akademisk.
Heron, J. (2014). Co-Operative Inquiry. I D. Coghlan & M. Brydon-Miller (Red.), The SAGE Encyclopedia of Action Research (Bd. 1, s. 188-192). SAGE Publications. http://ebookcentral.proquest.com/lib/hioa/detail.action?docID=1712670
Heron, J. & Reason, P. (2008). Extending Epistemology within a Co-operative Inquiry. I P. Reason & H. Bradbury (Red.), 24 Extending Epistemology within a Co-operative Inquiry (2nd. utg., s. 366). London: SAGE Publications Ltd. https://doi.org/10.4135/9781848607934.n32
Hohr, H. (2013). Estetikk og erfaring. I S. Haugen, G. Løkken, M. Röthle & G. Abrahamsen (Red.), Småbarnspedagogikk : fenomenologiske og estetiske tilnærminger (2. utg. utg.). Cappelen Damm akademisk.
Irwin, R. L., Beer, R., Springgay, S., Grauer, K., Xiong, G. & Bickel, B. (2006). The Rhizomatic Relations of A/r/tography. Studies in Art Education, 48(1), 70-88. https://doi.org/10.1080/00393541.2006.11650500
Irwin, R. L. & LeBlanc, N. (2019). A/r/tography. Oxford research encyclopeia, education, 1-21. https://doi.org/10.1093/acrefore/9780190264093.013.393
Irwin, R. L. & Springgay, S. (2008). A/r/tography as practice-based research. I S. Springgay, R. L. Irwin, C. Leggo & P. Gouzouasis (Red.), Being with a/r/tography. Sense.
Kalleberg, R. (2004). Feltmetodikk, forskningsopplegg og vitenskapsteori. I M. Hammersley & P. Atkinson (Red.), Feltmetodikk. Grunnlaget for feltarbeid og feltforskning (2. utg. utg., s. 7-28). Ad Notam Gyldendal.
Kisliuk, M. (1996). (Un)doing Fieldwork: Sharing Songs, Sharing Lives. I G. F. Barz & T. J. Cooley (Red.), Shadows in the Field : New Perspectives for Fieldwork in Ethnomusicology (s. 23-44). Oxford University Press.
Krogh, E. (2017). Hvordan og hva aksjonsforskning kan bli til. I S. M. Gjøtterud, H. Hiim, D. Husebø, L. H. Jensen, T. Steen-Olsen & E. Stjernstrøm (Red.), Aksjonsforskning i Norge : teoretisk og empirisk mangfold (s. 111-132). Cappelen Damm akademisk.
Lafton, T. & Furu, A. (2019). Studenters læringsutbytte i barnehagelærerutdanningen – en problematisering av erfaringslæringens plass. Nordisk barnehageforskning, 18(1). https://doi.org/10.7577/nbf.3428
Lahman, M. K. E., Geist, M. R., Rodriguez, K. L., Graglia, P. E., Richard, V. M. & Schendel, R. K. (2010). Poking Around Poetically: Research, Poetry, and Trustworthiness. Qualitative inquiry, 16(1), 39-48. https://doi.org/10.1177/1077800409350061
Lenz Taguchi, H. (2010). Bortenfor skillet mellom teori og praksis : en introduksjon til intra-aktiv pedagogikk i barnehagefeltet. Fagbokforlaget.
Liestøl, G. (2006). Sammensatte tekster - sammensatt kompetanse. Nordic journal of digital literacy, 1(4), 277-305.
Merleau-Ponty, M. (1994). Kroppens fenomenologi. Pax.
Mäkelä, M. & Nimkulrat, N. (2018). Documentation as a practice-led research tool for reflection on experiential knowledge. Formakademisk, 11(2). https://doi.org/10.7577/formakademisk.1818
Nerland, M. H., H. . (2017). Sosiomaterielle perspektiver på profesjonskvalifisering: kunnskapsressursenes betydning. . I S. Mausethagen & J.-C. Smeby (Red.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforl.
Nilsen, A. M. (2021). Miljøets tilbydelser beveger. En estetisk-teoretisk synliggjøring av begrepet affordance som aktivt tilstedeværende i barnehagen [Masteroppgave, OsloMet - Storbyuniversitetet].
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23. https://doi.org/10.1080/0951839950080103
Postholm, M. B. (2007). Interaktiv aksjonsforskning: Forskere og praktikere i gjensidige bytteforhold. I M. B. Postholm (Red.), Forsk med! : lærere og forskere i læringsarbeid. Damm.
Raen, F. D. (2017). Organisering og utbytte av praksisopplæringen. I S. Mausethagen & J.-C. Smeby (Red.), Kvalifisering til profesjonell yrkesutøvelse (s. 106-117). Universitetsforlaget.
Rasmussen, B. (2013). Fra erfaring til refleksiv kunnskap. Sentrale premisser i drama og i praksisledet forskning. I A.-L. Østern, G. Stavik-Karlsen & E. Angelo (Red.), Kunstpedagogikk og kunnskapsutvikling (s. 261-272). Universitetsforlaget.
Riessman, C. K. (2008). Narrative methods for the human sciences. Sage Publications.
Ruud, E. (2005). Lydlandskap : om bruk og misbruk av musikk. Fagbokforlaget.
Schafer, R. M. (1977/1994). Our sonic environment and the soundscape. The tuning of the world. Destiny Books.
Schryer, C. (2009). Sonic images. I M. Ulvaeus & D. Rothenberg (Red.), The Book of Music and Nature: An Anthology of Sounds, Words, Thoughts (2nd ed. utg.) (Music/culture). Wesleyan University Press.
Schwencke, E. (2017). Kritisk Utopisk Aksjonsforskning (CUAR) og utfordringer i deltakende prosesser. Hvordan kan frirom og estetisk holdning bidra til å videreutvikle validiteten i aksjonsforskning? I S. M. Gjøtterud, H. Hiim, D. Husebø, L. H. Jensen, T. Steen-Olsen & E. Stjernstrøm (Red.), Aksjonsforskning i Norge : teoretisk og empirisk mangfold (s. 357-377). Cappelen Damm akademisk.
Springgay, S., Irwin, R. L., Leggo, C. & Gouzouasis, P. (2008). Being with a/r/tography. Sense.
Trevarthen, C. & Malloch, S. (2009). Musicality: Communicating the vitality and interests of life. I C. Trevarthen & S. Malloch (Red.), Communicative musicality: exploring the basis of human companionship. Oxford University Press.
Vist, T. (2009). Følelseskunnskap – kunnskapsområde i musikkfaget? NMH-publikasjoner, 11, 185-205.
Vist, T. (2023, under fagfellevurdering). Research From the Eye of the Hurricane: Slow Sensitivity as Resilient Re-engagement in Research After Physical Trauma. I S. M. Griffin & N. Niknafs (Red.), Trauma Resisted and (Re)engaged: Inquiring into Lost and Found Narratives in Music Education. Springer Nature.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Nina Engesnes
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).