ABSTRACTS IN ENGLISH
From Theory into Practice – Research and Transformation
The research project to which this text refers was based on the challenge to provide conditions for equal access to arts education for children and young people placed at a disadvantage – especially those with immigration backgrounds. Secondly, it was based on the assumption that intercultural encounters initiated in the context of artistic projects are more likely to be experienced as enrichment. The text describes how this first conception was altered through the implementation of action research and team research methods and a social-constructivist epistemology, and how the research process itself became a field of intercultural practice and training.
This text examines the important and potentially creative role that evaluation plays in participatory arts projects taking place in education contexts. A brief overview of evaluation is given before three evaluation models are examined in order to highlight how each prioritises specific aspects of projects and utilises different methodologies. Particular attention is paid to approaches that involve artists and participants in ongoing critical reflection and self-assessment. With reference to two particular projects („The DIY Digital learning Map“ and „Dis-Assembly“) and to research conducted on artists’ perceptions of their art making and pedagogy, the paper argues that this latter approach mirrors artistic practice and enhances a project’s development whilst providing essential evaluative data. Points to consider before designing an evaluation are given in conclusion with the acknowledgment that effective evaluation matches the nature and requirements of the activity and makes a positive contribution to the project itself.
Activating the Display
Theses from the Research Project „science with all senses – science and gender in the making“
The following theses are based on the research project „science with all senses – science and gender in the making“, 2007-2009, sponsored by the WWTF (Vienna Science and Technology Fund) and organised by the Viennese research association „science communication research“ with the ZOOM Children’s Museum in Vienna as partner organisation. The project addressed the questions of how children acquire knowledge in museums, how they adopt and adapt it, and what kinds of knowledge are being produced. Secondly, the project engaged in the question of defining the role (and the construction) of gender in the process. Based on contemporary museological debates and field work, this essay concludes with a methodological approach that we find useful to connect museum education with research, and at the same time develop a practice-led research in museums studies.