Ti år med Ludt og Lillebror [Ten years with Ludt and Lillebror]
Poetiske skriveprosesser i forskning, undervisning og kunstnerisk virke [Poetic writing in research, teaching, and artistic activity]
DOI:
https://doi.org/10.7577/ar.5620Keywords:
a/r/tography, arts-based research, poetic writing, poetic inquiry, narrative inquiry, aesthetic impulses, slow sensitivity, cleaning up, playAbstract
This text addresses poetic writing within the author’s own a/r/tographic practice. It explores the distinctive features characterising the author’s poetic writing over the past decade, encompassing research, teaching, and artistic work. The poetic writings processes studied are quite varied, and expressions range from song lyrics with end rhymes to loose verbal sketches employing poetic devices. The presentation unfolds in a narrative form wherein the texts are primarily examined through the lens of a/r/tographic theory and research. The poetic processes/features that stand out in particular include capturing impulses (and thereby articulating the vague); sharpening focus (and thereby accepting slow pace and high sensitivity); clearing up (while simultaneously creating patterns and meaning); and playing (thus also involving the use of humor and surprises). These aspects are discussed in relation to living as an a/r/tographer, demonstrating that poetic writing processes can be fruitful in most phases of a research project and can be linked to the artist, the researcher, as well as the educator. Furthermore, the poetic sketches affirm the interstice as well as the intertwining between the personal and the professional, and between the individual and the social—both aspects important in a/r/tography.
Photo: Torill Vist
References
Adams, T. E., Jones, S. H. & Ellis, C. (2015). Autoethnography: Understanding qualitative research. Oxford University Press.
Andersen, M. M. (2008). Poesi. I Skriveboka (s.139–192). Aschehoug.
Bakhtin, M. (1984). Problems of Dostoevsky's poetics. University of Minnesota Press. https://doi.org/10.5749/j.ctt22727z1
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
Berg, M. & Seeber, B. K. (2016). The slow professor: Challenging the culture of speed in the academy. University of Toronto Press. https://doi.org/10.3138/9781442663091
Borgdorff, H. (2012). The Production of Knowledge in Artistic Research. I M. Biggs & H. Karlsson (Red.), The Routledge companion to research in the arts (s. 44–63). Routledge.
Bourriaud, N. (1998/2002). Relational aesthetics. Presses du réel.
Breivik, M. (2022, 22. oktober). Paul Hindemith. I Store norske leksikon. https://snl.no/Paul_Hindemith
Bresler, L. (2006). Toward connectedness: Aesthetically based research. Studies in Art Education, 48(1), 52–69. https://doi.org/10.1080/00393541.2006.11650499
Børli, H. (2017). Hans Børlis beste dikt. Aschehoug.
Caspersen, I. H., Magnus, P. & Trogstad, L. (2021). Excess risk and clusters of symptoms after COVID-19 in a large Norwegian cohort. medRxiv, preprint, 1–28. https://doi.org/10.1101/2021.10.15.21265038
Cumming, R. (2007). Language play in the classroom: encouraging children’s intuitive creativity with words through poetry. Literacy, 41(2), 93–101. https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-9345.2007.00463.x
Deleuze, G. & Guattari, F. (1987). A Thousand Plateaus. Athlone Press
Engesnes, N. (2019). Estekster i intra-aksjon, en utforsking av poetisk skriving [Upublisert paper fra ph.d.-kurset Kunstbaserte forskningsprosesser – en introduksjon]. OsloMet – storbyuniversitetet.
Engesnes, N. (2023). Fortellingen om «estekster»: Om å utvikle et begrep og utforske det i en forskningsprosess om barnehagens lydlandskaper. Nordic Journal of Arts & Research, 12(1), 1–28. https://doi.org/https://doi.org/10.7577/ar.4984
Evans, K. (2016). A/R/T(herapist)-ography: Examining the Weave. I K. T. Galvin & M. Prendergast (Red.), Poetic Inquiry II – Seeing, Caring, Understanding: Using Poetry as and for Inquiry (1st 2016. utg., s. 41–50). SensePublishers. https://doi.org/10.1007/978-94-6300-316-2_3
Faulkner, S. L. (2009). Poetry as method: Reporting research through verse. Routledge.
Faulkner, S. L. (2018). Poetic inquiry: Poetry as/in/for social research. I P. Leavy (Red.), Handbook of arts-based research (s. 208–230). Guildford.
Frank, A. W. (2012). Practicing dialogical narrative analysis. I J. A. Holstein & J. F. Gubrium (Red.), Varieties of narrative analysis (s. 33–52). SAGE https://doi.org/10.4135/9781506335117.n3
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267–293. https://doi.org/10.1037/h0040755
Irwin, R. L. (2004). A/r/tography: A metonymic métissage. I R. L. Irwin & A. de Cosson (Red.), A/r/tography: Rendering Self Through Arts-Based Living Inquiry (s. 27–38). Pacific Educational Press.
Irwin, R. L. (2008). Communities of A/r/tographic Practice. I S. Springgay, R. L. Irwin, C. Leggo & P. Gouzouasis (Red.), Being with a/r/tography (s. 71–80). Sense. https://doi.org/10.1163/9789087903268_007
Irwin, R. L., Beer, R., Springgay, S., Grauer, K. & Xiong, G. (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. & de Cosson, A. (2004). A/r/tography: Rendering self through arts-based living inquiry. Pacific Educational Press.
Irwin, R. L. & Leggo, C. (2018). Ways of Attending: Art and Poetry. Canadian Review of Art Education, 45(1), 59–76.
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 (s. xix–xxxiii). Sense. https://doi.org/10.1163/9789087903268
Johnson, M. (1990). The body in the mind: The bodily basis of meaning, imagination, and reason. The University of Chicago Press.
Johnson, M. (2007). The meaning of the body: Aesthetics of human understanding. University of Chicago Press. https://doi.org/10.7208/chicago/9780226026992.001.0001
Kulset, N. B. (2017). Musickhood: Om verdien av musikalsk kapital og musikalsk trygghet i væremåten hos voksne i flerspråklige barnehager: En selvstudie av egen musikkpraksis [Dissertation, NTNU]. Trondheim.
Kusserow, A. (2008). Ethnographic poetry. I M. Cahnmann-Taylor & R. Siegesmund (Red.), Arts-based research in education: Foundations for practice (s. 72–78). Routledge.
Lasczik, A., Irwin, R. L., Cutter-Mackenzie-Knowles, A., Rousell, D. & Lee, N. (2022). Walking with A/r/tography. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-88612-7
Leavy, P. (2015). Method Meets Art: Arts-Based Research Practice (2. utg.). Guilford Press.
LeBlanc, N., Davidson, S. F., Ryu, J. Y. & Irwin, R. L. (2015). Becoming Through A/R/Tography: Autobiography and Stories in Motion. International Journal of Education Through Art, 11(3). https://doi.org/10.1386/eta.11.3.355_1
LeBlanc, N. & Irwin, R. L. (2019, June 25). A/r/tography. I G. W. Noblit (Red.), Oxford Research Encyclopedias, Education (s.1–20). Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.393
Leggo, C. (2004). Listening to the silence: Honoring the complexity of the narratives we live. Brock Education, 14(1), 97–111. https://doi.org/10.26522/brocked.v14i1.59
Leggo, C. (2008a). Astonishing Silence: Knowing in Poetry. I J. G. Knowles & A. L. Cole (Red.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples and issues (s. 165–174). Sage Publications. https://doi.org/10.4135/9781452226545.n14
Leggo, C. (2008b). Autobiography: Researching our lives and living our research. I S. Springgay, R. L. Irwin, C. Leggo & P. Gouzouasis (Red.), Being with a/r/tography (s. 3–24). Sense. https://doi.org/10.1163/9789087903268_002
Leggo, C., Sinner, A. E., Irwin, R. L., Pantaleo, K., Gouzouasis, P. & Grauer, K. (2011). Lingering in liminal spaces: a/r/tography as living inquiry in a language arts class. International Journal of Qualitative Studies in Education, 24(2), 239–256. https://doi.org/10.1080/09518391003641908
Leggo, C. D. & Irwin, R. L. (2018). Ways of Attending: Art and Poetry. Canadian Review of Art Education, 45(1), 50–76. https://doi.org/10.26443/crae.v45i1.48
Malloch, S. & Trevarthen, C. (2009). Communicative musicality: Exploring the basis of human companionship. Oxford University Press. https://doi.org/10.1093/oso/9780198566281.001.0001
Myrvold, H. B. (2023). Fabulerende eksperimenteringer og utvidelser av akademisk skriving. I C. O. Myhre & A.-H. L. Waterhouse (Red.), Metodologiske ut-viklinger: Om kvalitativ og post-kvalitativ forskning i barnehagefeltet (s. 201–222). Fagbokforlaget.
Nielsen, I. (2016). Hemmelig, men aldri som en tyv: Dikt [secret, but never as a thief: poetry]. Gyldendal.
Norman, R. (2008). The Art of Poetry and Narrative With and Between Lived Curriculum: Autobiographic A/r/tography. I S. Springgay, R. L. Irwin, C. Leggo & P. Gouzouasis (Red.), Being with a/r/tography (s. 33–44). Sense. https://doi.org/10.1163/9789087903268_004
Prendergast, M. (2009). “Poem Is What?” Poetic Inquiry in Qualitative Social Science Research. Review of Qualitative Research, 1(4), 541–568. https://doi.org/10.1525/irqr.2009.1.4.541
Prøysen, A. & Ludt, F. (1992). Lillebrors vise. I A. Holen (Red.), Den store barnesangboka (s.164). Aschehoug.
Reinertsen, A. B. (2016). Hva er det med Irma? Nordisk barnehageforskning, 12(6), 1–12. https://doi.org/10.7577/nbf.1630
Rosa, H. (2010). Alienation and Acceleration: Towards a Critical Theory of Late-Modern Temporality. Aarhus University Press.
Rosa, H. (2015). The theory of social acceleration. Columbia University Press.
Rosch, E. (1978). Principles of Categorization. I E. Rosch & B. B. Lloyd (Red.), Cognition and Categorization (s. 27–48). Lawrence Erlbaum. https://doi.org/10.4324/9781032633275-4
Seljeseth, J. (2016). De minste barnas lek er et dikt: lek og lyrikk som modell for teater for de minste. Barn – forskning om barn og barndom i Norden, 34(2), 57–69. https://doi.org/10.5324/barn.v34i2.3620
Shimamura, A. P. (2014). The slow art movement: It's more than meets the Eye: Our art experience should drive our sensations, thoughts, and feelings. Psychology today, 47(6). https://www.psychologytoday.com/us/blog/in-the-brain-the-beholder/201411/the-slow-art-movement-its-more-meets-the-eye
Springgay, S., Irwin, R. L. & Kind, S. (2008). A/R/Tographers and living inquiry. I J. G. Knowles & A. L. Cole (Red.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples and issues (s. 83–91). Sage Publications. https://doi.org/10.4135/9781452226545.n7
Springgay, S., Irwin, R. L., Leggo, C. & Gouzouasis, P. (2008). Being with a/r/tography. Sense. https://doi.org/10.1163/9789087903268
Stengers, I. (2018). Another science is possible: A manifesto for slow science. Polity press.
Varela, F. J., Thompson, E. & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press. https://doi.org/10.7551/mitpress/6730.001.0001
Vist, T. (2001a). Tangentkista 1 (Bd. 1). Musikk-husets forl.
Vist, T. (2001b). Tangentkista 2 (Bd. 2). Musikk-husets forl.
Vist, T. (2009). Musikkopplevelse som muligheter for følelseskunnskap: En studie av musikkopplevelse som medierende redskap for følelseskunnskap, med vekt på emosjonell tilgjengelighet og forståelse [Doktorgradsavhandling, Norges musikkhøgskole]. Oslo. http://hdl.handle.net/11250/172450
Vist, T. (2015). Arts-based research in music education: General concepts and potential cases. I E. Georgii-Hemming, S.-E. Holgersen, Ø. Varkøy & L. Väkevä (Red.), Nordisk musikkpedagogisk forskning: Årbok 16 [Nordic Research in Music Education: Yearbook Vol. 16] (s. 259–292). NMH.
Vist, T. (2016). Arts-based research processes in ECEC: Examples from preparing and conducting a data collection. Journal Of Nordic Early Childhood Education Research, 13(1), 1–15. https://doi.org/10.7577/nbf.1371
Vist, T. (2017). Kunstbasert forskning i barnehagen: teori om en mulig praksis. I A. Berge & E. M. Johansson (Red.), Teori og praksis i barnehagevitenskapelig forskning (s. 101–115). Universitetsforlaget.
Vist, T. (2019). Toddler Encounters as Aesthetic Interviews? Discussing an Arts-based Data Gathering. Qualitative Inquiry, 25(7), 604–614. https://doi.org/10.1177/1077800418801378
Vist, T. (2023). 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.), Traumas resisted and (re)engaged: Inquiring into lost and found narratives in music education (s. 111–132) (Landscapes: the arts, aesthetics, and education). Springer Nature. https://doi.org/10.1007/978-981-99-6277-8_7
Vist, T. & Holdhus, K. (2018). Does this work [of art] invite me into [intersubjective] dialogue? Discussing Relational Aesthetics in Music Education. The European Journal of Philosophy in Arts Education, 3(1), 182–221. http://www.ejpae.com/index.php/EJPAE/article/view/39
Waterhouse, A.-H. L. (2021). Materialpoetiske øyeblikk: en a-r-t-ografisk studie av små barns eksperimentelle materialprosesser i barnehagen (Publikasjonsnr. 100) [doktorgradsavhandling, Fakultet for humaniora, idretts- og utdanningsvitenskap, Universitetet i Sørøst-Norge]. https://hdl.handle.net/11250/2758549
Wiebe, S. (2008). A/r/tography: Resonation in writing. I S. Springgay, R. L. Irwin, C. Leggo & P. Gouzouasis (Red.), Being with a/r/tography (s. 95–107). Sense. https://doi.org/10.1163/9789087903268_009
Wiebe, S. (2012). The Poet and the Pea: Poems Staged in Menippean Dialogue to Explore Empathy in Education. Creative Approaches to Research, 5(2), 34–46.
Østern, T. P. (2017). Å forske med kunsten som metodologisk praksis med aesthesis som mandat. Journal for Research in Arts and Sports Education, Special Issue: «Å forske med kunsten», 1, 7–27. https://doi.org/dx.doi.org/10.23865/jased.v1.982
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Torill Vist
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).