PHUV9380 Arts-Based Research Processes – An Introduction Course description

On completion of the course, the candidate will have achieved the following learning outcomes:

Knowledge

The candidate:

• is in the forefront of knowledge concerning core elements of ABR and master the theory behind such elements in research
• has in-dept knowledge of ontological, epistemological and ethical issues related to ABR
• can evaluate the expediency and application of different methodological and analytical approaches within the umbrella term ABR
• has in-dept knowledge of different alternative writing genres, relevant in ABR and can contribute to the development of new forms of documentation in the field

Skills

The candidate:

• can handle complex ABR issues, challenge established ABR practices and critically analyse relationships between theories of knowledge and ABR
• can use relevant techniques to enhance and elicit their own embodiment, empathy and material/formal/relational sensitivity in research and artistic development
• can formulate problems, plan, carry out and critically discuss relevant ABR processes in their own research
• can use writing processes of a high international standard as reflection tools throughout their research phases

General competence

The candidate:

• can identify and discuss relationships and conflicts between other scientific theories and theories in ABR, related to his/her field of research with scholarly integrity
• can give well-structured presentations and participate in debates in international forums assessing the need for practice innovation in ABR
• can communicate research and development work through recognized Norwegian and international channels, relevant for ABR
• can assess the need for, and manage, interdisciplinary assignments and project involving ABRs

Undervisninga i emnet går normalt over eit halvt semester. Emnet er i hovudsak organisert som studentaktivt seminar. Det blir lagt stor vekt på lesing og diskusjon av tekstar i leselista. På grunn av dette er det krav om 80 % deltaking i undervisninga. Deltaking betyr at kvar student kan dele lesenotata sine og deltar aktivt i presentasjonar og diskusjonar. Både før og undervegs i emnet er det ein føresetnad at studentane førebur seg til seminara gjennom å arbeide med pensumlitteraturen.

Følgjande arbeidskrav må vere godkjent før eksamen kan avleggjast:

• To munnlege framlegg på 10-15 min. basert på lesing av tekstar i litteraturlista.

Arbeidskrav skal vurderast til "Godkjent" eller "Ikkje godkjent".

Det er krav om 80 % deltaking. Emnet er i stor grad organisert som studentaktive seminar som øver opp ferdigheit til å gi akademiske presentasjonar og føre kritiske diskusjonar om fenomenologi. Dette gir ein kompetanse som ikkje kan tileignast gjennom lesing av pensum åleine. Studentar med meir enn 20 % fråvær vil ikkje få sluttvurdering i emnet.

Eit skrifteleg refleksjonsnotat på 2000 ord +/- 10 %. Refleksjonsnotatet skal utformast på bakgrunn av eit fritt valt tema innanfor faglitteraturen til emnet. Refleksjonsnotatet skal leverast inn seinast tre veker etter at undervisning er avslutta.

Ny og utsatt eksamen

Det blir gitt inntil tre forsøk på refleksjonsnotatet. Ny innlevering av refleksjonsnotat må avtalast mellom emneansvarleg og student.

Vurderingsuttrykk er bestått/ikkje bestått.

Refleksjonsnotatet blir vurdert av to interne sensorar (seminarleiaren og ein vitskapleg tilsett knytt til ph.d.-studiet).

Target group

The target groups are PhD candidates / students and scientific staff who want to learn about arts-based research processes and thereby expand their research tool kit. The course aims at PhD candidates admitted to the PhD Program in Educational Sciences for Teacher Education and other relevant programmes. It is also open to staff members at OsloMet and other universities / college. The course is also open for candidates from other universities in Norway and abroad.

Admission requirements

The admission requirement is a five-year master’s degree (three years + two years) or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education.

In case of a large number of applicants, PhD-students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, then students in other PhD-programmes, then academic employees at the Faculty of Teacher Education and International Studies.

Applicants that are not enrolled on the PhD-programme at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum one A4 sheet with relevant information about their own project / area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.