researchers’ experiences of nonverbal articulations as part of the method exemplified with children’s art and drawings
In art and drawing children can visually articulate pre-reflexive phenomena such as feelings, emotions, experiences, intentions and engagement. Research can include children’s art and drawings to study such phenomena and how they can be articulated and thematized in non-verbal/visual articulation. The researcher’s pre-reflexive sensory and aesthetic experiences often contribute to the immediate interpretations of such data. It is a challenge to make the ways in which art and drawings in specific ways contribute to interpretation and knowledge transparent in research. The aim of this paper is to describe and discuss how the construct ‘aesthetic object’ may offer researchers an approach to non-verbal/visual articulation that can explicitly include the researcher’s sensory and aesthetic experiences as knowledge. Examples from studies including children’s art and drawings are part of the presentation. The paper is based on studies that incorporate phenomenological and cultural psychological approaches.
Children's art; Children's drawings; Visual studies; Researcher's experience of art; Researcher's experience of drawings; Phenomenology of art experience
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The 32nd International Human Science Research Conference (IHSRC), 2013