Integrating arts-based inquiry in evaluation methodology: opportunities and challenges


Simons, Helen and McCormack, Brendan (2007) Integrating arts-based inquiry in evaluation methodology: opportunities and challenges. Qualitative Inquiry, 13, (2), 292-311. (doi:10.1177/1077800406295622).

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Original Publication URL: http://dx.doi.org/10.1177/1077800406295622

Description/Abstract

This paper examines the case for the use of the creative arts in the process of designing, conducting, analyzing and disseminating evaluations. The paper argues that using the creative arts in the process of evaluation evokes different ways of knowing and understanding the values of a programe. The insights gained offer a unique addition to evaluation methodology. This not only broadens the perspective of what counts as evaluation knowledge, it creates opportunities for participants to engage in the process of valuing. The paper also explores the challenges this perspective presents demonstrating, for example, how artistic knowing can be re-presented, claims to validity established and methodolgocial rigour ensured in integrating creative aproaches in evaluation design. The authors illustrate the case for the use of the arts in the evaluation process with examples from their own professional practice contexts in education, nursing and health.

Item Type: Article
Additional Information: This paper explores the process of using the arts in programme and institutional evaluation but the ideas contained therein can also be applied to teaching and learning and are applicable in many professional contexts - including education, social work, nursing , health, management.
ISSNs: 1077-8004 (print)
Related URLs:
Keywords: qualitative evaluation, artistic exprerssion, arts-based inquiry, integration of intuitive/rational, holistic evaluation
Subjects: L Education > L Education (General)
Divisions: University Structure - Pre August 2011 > School of Education
ePrint ID: 39004
Date Deposited: 16 Jun 2006
Last Modified: 27 Mar 2014 18:24
URI: http://eprints.soton.ac.uk/id/eprint/39004

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