429
Views
62
CrossRef citations to date
0
Altmetric
Articles

Toward Connectedness: Aesthetically Based Research

Pages 52-69 | Published online: 16 Dec 2015

References

  • Aczel, A. (1996). Fermat's last theorem: Unlocking the secret of an ancient mathematical problem. New York: Four Walls Eight Windows.
  • Addelson, K. (1991). Impure thoughts. Philadelphia, PA: Temple Press.
  • Armstrong, J. (2000). Move closer: An intimate philosophy of art. New York: Farrar, Straus, & Giroux.
  • Barone, T. (2001a). Touching eternity. New York: Teachers College Press.
  • Barone, T. (2001b). Pragmatizing the imaginary: On the fictionalization of case studies of reaching. Harvard Educational Review, 7(4), 735–742.
  • Barone, T. (2001c). Science, art, and the predispositions of educational researchers. Educational Researcher, 30(7), 24–28.
  • Beardsley, M. (1983). Aesthetic definition of art. In Hugh Curtler (Ed.), What is art education? pp. 15–29. New York: Haven Publishing.
  • Behar, R. (1996). The vulnerable observer: Anthropology that breaks your heart. Boston: Beacon Press.
  • Behar, R. (2003). Ethnography and the book that was lost. Ethnography, 4(1), 15–39.
  • Ben-Zeev, A. (1992). Emotional and moral evaluation. Metaphilosophy 23, 214–229.
  • Bogdan, R., & Biklen, S. (2003). Qualitative research for education: An introduction to theories and methods. New York: Allyn and Bacon.
  • Bowman, W. (2000). Music as ethical encounter? The Charles Leonhard Lecture School of Music: University of Illinois, Urbana-Champaign April 17, 2000.
  • Bresler, L. (1996). Ethical issues in the conduct and communication of qualitative classroom research. Studies in Art Education, 37(2) 133–144.
  • Bresler, L. (1997). Towards the creation of a new code of ethics in qualitative research. Council of Research in Music Education, 130, 17–29.
  • Bresler, L. (2002). The transformative zone in international qualitative research. In L. Bresler & A. Ardichvili (Eds.), Multiple paradigms for international research in education: Experience, theory and practice (pp. 39–81). New York: Peter Lang.
  • Bresler, L. (2004). Researcher education: Cultivation of sensitivities and ways of doing and becoming. A keynote presented in CIC, Northwestern University, Evanston, IL. (To be published in the Council of Research in Music Education).
  • Bresler, L. (2005). What musicianship can teach educational research. Music Education Research, 7(2), 169–183.
  • Bresler, L., & Stake, R. (1992). Qualitative research methodology in music education. In R. Colwell (Ed.), The handbook on research in music teaching and learning (pp. 75–90). New York: Macmillan.
  • Bresler, L., Wasser, J., Hertzog N., & Lemons, M. (1996). Beyond the Lone Ranger researcher: Teamwork in qualitative research. Research Studies in Music Education, 7, 15–30.
  • Broudy, H. (1972). Enlightened cherishing: An essay on aesthetic education. Urbana: University of Illinois Press.
  • Broudy, H. (1987). The role of imagination in learning. Los Angeles, CA: Getty Center for Education in the Arts.
  • Buber, M. (1965). Between man and Man. New York: MacMillan.
  • Buber, M. (1971). I and Thou. New York: Simon and Schuster.
  • Bullough, E. (1953/1912). Psychical distance as a factor in art and an aesthetic principle. In E. Vivas & M. Krieger (Eds.), The problems of aesthetics (pp. 396–405). New York: Rinehart & Company.
  • Burton, J., Horowitz, R., & Abeles, H. (1999). Learning in and through the arts: Curriculum implications. In E. Fisk (Ed.), Champions of change: The impact of the arts on learning (pp. 35–46). Washington, DC: The Arts Education Partnership and the Presidents Committee on the arts and the Humanities.
  • Czikszentmihalyi, M., & Robinson, R. (1990). The art of seeing: An interpretation of the aesthetic encounter. Malibu, CA: Getty Center for Education in the Arts.
  • Denzin, N. (1989). Interpretive interaction. Thousand Oaks, CA: Sage.
  • Denzin, N. (2003). Performance ethnography: Critical pedagogy and the politics of culture. Thousand Oaks, CA: Sage.
  • Detels, C. (1999). Soft boundaries: Re-visioning the arts and aesthetics in American education. Westport, CT: Bergin & Garvey.
  • Dewey, J. (1934). Art as experience. New York: Perigee Books.
  • Dissanayake, E. (2000). Art and intimacy. Seattle: Washington Press University.
  • Eisner, E. (1982). Cognition and curriculum. New York: Macmillan.
  • Eisner, E. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan.
  • Eisner, E. (2005). Reimagining schools. London: Routledge.
  • Feldman, E. B. (1981). Varieties of visual experiences (2nd ed). Englewood Cliffs, NJ: Prentice Hall.
  • Finley, S., & Knowles, J. G. (1995). Researcher as artist/artist as researcher. Qualitative Inquiry, 1(1), 110–142.
  • Fox, T. G., & Geichman, J. (2001). Creating research questions from strategies and perspectives of contemporary art. Curriculum Inquiry, 31(1), 33–49.
  • Gadamer, H. (1988). Truth and method. (G. Barden & J. Cumming, Translators and Eds.). New York: The Crossroad Publishing Company.
  • Geertz, C. (1988). Works and lives: The anthropologist as author. CA: Stanford University Press.
  • Gilligan, C. (1977). In a different voice: Women's conceptions of self and of morality. Harvard Educational Review, 47, 481–517.
  • Giroux, H. (1992). Border crossings. New York: Perigee Books.
  • Gombrich, E. (1960). Art and illusion. Princeton: Princeton University Press.
  • Gottlieb, A., & Graham, P. (1994). Parallel worlds. Chicago: The University of Chicago Press.
  • Greene, M. (1995). Texts and margins. In R.W. Neperud (Ed.), Context, content and community in art education (pp. 111–127). New York: Teachers College Press.
  • Irwin, R., & de Cosson, A. (2004). A/r/tography: Rendering self through arts-based/Living inquiry. Vancouver, Canada: Pacific Educational Press.
  • Kaufmann, W. (1971). “I and Thou”: A prologue. In M. Buber (Ed.), I and Thou (pp. 9–48). New York: Simon and Schuster.
  • Kleinman, S., & Copp, M. (1993). Emotions and fieldwork. Thousand Oaks, CA: Sage.
  • Kompf, M. (1993). Ethical considerations in teacher disclosure: Construing persons and methods. Teaching and Teacher Education, 9(5/6), 519–528.
  • Kuhn, T. (1968). The structure of scientific revolution. Chicago, IL: University of Chicago Press.
  • Kvale, S. (1996). Interviews. Thousand Oaks, CA: Sage.
  • Langer, S. K. (1957). Problems of art. New York: Charles Scribner's Sons.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic evaluation. Thousand Oaks: Sage.
  • Linn, R., & Gilligan, C. (1990). One action, two moral orientations-The tension between justice and care: Voices in Israeli selective conscientious objectors. New Ideas in Psychology, 8(2), 189–203.
  • McDonagh, D. (in press). Empathic research approaches: The support the designer: A supra-qualitative research for designing model. Design Issues.
  • McDonagh, D., Bruseberg, A., & Haslam, C. (2002). Visual evaluation: Exploring users' emotional relationships with products. Applied ergonomics: Human factors in technology and society, 33(3), 221–240.
  • Miles, M. B., & Huberman, A. (1984). Qualitative data analysis. Beverly Hills, CA: Sage.
  • Myerhoff, B. (1978). Number our days. New York: Simon & Schuster.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Noddings, N. (2003). Happiness and education. Cambridge, UK: Cambridge University Press.
  • Peshkin, A. (1982). The researcher and subjectivity: Reflection on an ethnography of school and community. In G. Spindler (Ed.), Doing the ethnography of schooling (pp. 48–67). San Francisco: CA: Stanford University Press.
  • Peshkin, A. (1988). In search of subjectivity—one's own. Educational Researcher, 17(7), 17–21.
  • Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
  • Schonmann, S. (2001). Beyond the readers theatre: A perspective on research on aesthetic inquiry. Arts and Learning Research Journal, 17(1), 132–154.
  • Smith, M. K. (2001). Dialogue and conversation. The encyclopedia of informal education. Retrieved January, 3, 2006, from www.infed.org/bibio/b-dialog.htm
  • Steiner, G. (1989). Real presences. Chicago: University of Chicago Press.
  • Stinson, S. W., & Dillon, K. (1993). Position and relationship: The art and science of education. Scholarly/performance piece presented at annual meeting of the American Education Research Association, Atlanta.
  • Stout, C. J. (1999). The art of empathy: Teaching students to care. Art Education, 52(2), 21–34.
  • Stout, C. J. (2003). The art of opening dialogues. The Journal of Thought, 38(2), 13–20.
  • Stout, C. J. (2005). A researcher's responsibility and reciprocity: The feminist ethic of care. A presentation for the National Art Education Association. Boston, MA.
  • Sullivan, G. (2005). Art practice as research: Inquiry in the visual arts. Thousand Oaks: Sage.
  • Thompson, C. M. (2002). Drawing together. In L. Bresler & C. M. Thomson (Eds.), The arts in children's lives: Context, culture, and curriculum (pp. 129–138). Dordrecht, Netherlands: Kluwer Academic.
  • Thompson, C. M., & Bales, S. (1991). “Michael doesn't like my dinosaurs:” Conversations in a preschool art class. Studies in Art Education, 33(1), 43–55.
  • Truitt, A. (1982). Daybook: The journal of an artist. New York: Penguin.
  • van Manen, M. (1990). Researching lived experience. The State University of New York.
  • Villenas, S. (1996). The colonizer/colonized Chicano ethnographer: Identity, marginalization, and co-optation in the field. Harvard Educational Review, 66(4), 711–731.
  • von Wright, G. H. (1971). Explanation and understanding. London: Routledge and Kegan Paul.
  • Wasser, J., & Bresler, L. (1996). Working in the interpretive zone: Conceptualizing collaboration in qualitative research teams. Educational Researcher, 25(5), 5–15.
  • Watson, J. (1968). The double helix. New York: New American Library.
  • Webster (1993). Webster's new world college dictionary. New York: Simon Schuster.
  • Zurmuehlen, M. (1990). Studio art: Praxis, symbol, presence. Reston, VA: National Art Education Association.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.