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Learning about ourselves from others: transformation of artists’ identities through community-based arts practice

机译:向他人学习自我:通过基于社区的艺术实践来转变艺术家的身份

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Community-based arts projects can act as powerful learning opportunities in a variety of lifelong and life wide contexts. Many of these projects involve artists, who usually undertake a leading role to ensure that some type of transformation takes place for those involved. The impact on the leaders—in this case the artists—is difficult to identify, even if they have been involved in several community-based arts projects. In this paper I provide insights drawn from my doctoral thesis. There I explored the cumulative impact on artists who work on community-based arts projects, what transformations and learning occurred for them as a result of working on these projects, and how those experiences contributed to their identities. My study involved hermeneutic phenomenologicalarrative research approaches based on in-depth semi-structured interviews with 12 visual artists. Data were analysed using a recursive and spiralling process and were subsequently presented thematically as a neonarrative. The findings discussed in this article relate to the artists’ attempts at reconciling aspects of their individual, social and cultural identities by challenging their own as well as the community’s perceptions of artists. The cumulative effect of being involved in community-based arts practice also provided the artists with ongoing identity capital in that they came to realize that they learnt about themselves by connecting with others. The findings contribute to the emerging debate that challenges the narrow view of measuring the value of community-based art projects based on instrumental and public worth, and invites exploration of the private and intrinsic impact on individuals.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2011.570875
机译:基于社区的艺术项目可以在各种终生和一生的环境中充当强大的学习机会。这些项目中有许多涉及艺术家,他们通常扮演领导角色,以确保相关人员进行某种类型的改造。即使他们参与了多个社区艺术项目,也很难确定对领导人(在这种情况下是艺术家)的影响。在本文中,我提供了从我的博士论文中得出的见解。在这里,我探索了对从事社区艺术项目的艺术家的累积影响,研究了这些项目给他们带来了哪些转变和学习,以及这些经历如何促进他们的身份认同。我的研究涉及诠释学的现象学/叙事研究方法,该方法基于对12位视觉艺术家的深入半结构化访谈。使用递归和螺旋过程对数据进行分析,随后将其作为新叙事进行专题展示。本文讨论的发现与艺术家通过挑战自己以及社区对艺术家的看法来调和其个人,社会和文化身份的各个方面的尝试有关。参与基于社区的艺术实践的累积效果还为艺术家提供了持续的身份资本,因为他们开始意识到自己是通过与他人联系而了解自己的。这些发现助长了新出现的辩论,这些辩论挑战了基于工具性和公共价值来衡量基于社区的艺术项目的价值的狭view观点,并鼓励探索对个人的私人和内在影响。查看全文下载全文相关的var addthis_config = { ui_cobrand:“ Taylor&Francis Online”,service_compact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,更多”,发布:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2011.570875

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