The 'little r' in Artistic Research Training

Kim Cunio; Paul Draper

doi:10.1007/978-94-007-7435-3_8

The 'little r' in Artistic Research Training

Kim Cunio
, Paul Draper

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

The idea of artistic research is increasingly gaining acceptance in the academy, one of its characteristics being that it accepts subjectivity (aka little r research) as opposed to traditional scientific or statistical methods (big R research). Artists investigate, test and question their work, where the personal insights gained are placed in a context aiming to enhance knowledge both for themselves and within their own disciplines. This chapter details a number of interwoven components which present both familiar and unfamiliar thinking about musical practices in order to explore the following questions: How may musical thinking and its artistic outcomes be considered research? And, in what ways may its artefacts best serve to exemplify this?

Original language	English
Title of host publication	Research and Research Education in Music Performance and Pedagogy
Editors	Scott Harrison
Place of Publication	Germany
Publisher	Springer Dordrecht
Pages	105-117
Volume	11
ISBN (Print)	978-94-007-7435-3
DOIs	https://doi.org/10.1007/978-94-007-7435-3_8
Publication status	Published - 2013

Access to Document

10.1007/978-94-007-7435-3_8

Cite this

@inbook{ea36a292d9d541c78d8dbc1e458b89e7,

title = "The 'little r' in Artistic Research Training",

abstract = "The idea of artistic research is increasingly gaining acceptance in the academy, one of its characteristics being that it accepts subjectivity (aka little r research) as opposed to traditional scientific or statistical methods (big R research). Artists investigate, test and question their work, where the personal insights gained are placed in a context aiming to enhance knowledge both for themselves and within their own disciplines. This chapter details a number of interwoven components which present both familiar and unfamiliar thinking about musical practices in order to explore the following questions: How may musical thinking and its artistic outcomes be considered research? And, in what ways may its artefacts best serve to exemplify this?",

author = "Kim Cunio and Paul Draper",

year = "2013",

doi = "10.1007/978-94-007-7435-3\_8",

language = "English",

isbn = "978-94-007-7435-3",

volume = "11",

pages = "105--117",

editor = "\{Scott Harrison\}",

booktitle = "Research and Research Education in Music Performance and Pedagogy",

publisher = "Springer Dordrecht",

}

TY - CHAP

T1 - The 'little r' in Artistic Research Training

AU - Cunio, Kim

AU - Draper, Paul

PY - 2013

Y1 - 2013

N2 - The idea of artistic research is increasingly gaining acceptance in the academy, one of its characteristics being that it accepts subjectivity (aka little r research) as opposed to traditional scientific or statistical methods (big R research). Artists investigate, test and question their work, where the personal insights gained are placed in a context aiming to enhance knowledge both for themselves and within their own disciplines. This chapter details a number of interwoven components which present both familiar and unfamiliar thinking about musical practices in order to explore the following questions: How may musical thinking and its artistic outcomes be considered research? And, in what ways may its artefacts best serve to exemplify this?

AB - The idea of artistic research is increasingly gaining acceptance in the academy, one of its characteristics being that it accepts subjectivity (aka little r research) as opposed to traditional scientific or statistical methods (big R research). Artists investigate, test and question their work, where the personal insights gained are placed in a context aiming to enhance knowledge both for themselves and within their own disciplines. This chapter details a number of interwoven components which present both familiar and unfamiliar thinking about musical practices in order to explore the following questions: How may musical thinking and its artistic outcomes be considered research? And, in what ways may its artefacts best serve to exemplify this?

U2 - 10.1007/978-94-007-7435-3_8

DO - 10.1007/978-94-007-7435-3_8

M3 - Chapter

SN - 978-94-007-7435-3

VL - 11

SP - 105

EP - 117

BT - Research and Research Education in Music Performance and Pedagogy

A2 - null, Scott Harrison

PB - Springer Dordrecht

CY - Germany

ER -

The 'little r' in Artistic Research Training

Abstract

Access to Document

Fingerprint

Cite this