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Morén, Sol
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Morén, S. (2019). Relational creativity: what can participatory art do for higher education?. (Doctoral dissertation). Umeå: Umeå Universitet
Åpne denne publikasjonen i ny fane eller vindu >>Relational creativity: what can participatory art do for higher education?
2019 (engelsk)Doktoravhandling, monografi (Annet vitenskapelig)
Abstract [en]

Why research creativity in higher education? Creativity is regarded as a key competence for future education by the European Union as well as by UNESCO, and my wish is to contribute to this contemporary global agenda of rethinking education. Creativity is central for complex problem- solving and we need to rethink education to facilitate for our future citizens to develop creativity, to be able to meet our interconnected world's urgent need for sustainable development. Based on these global demands for supporting creativity as a competence in future education, I propose that developing knowledge about design for creative learning environments is an important quest in educational research.

The problem however, is that, there is not much previous research that can serve as a knowledge foundation for how to design for learning environments which support students' development of creativity. In this thesis I research creativity from a sociorelational perspective, with and through participatory artistic practices. I first came to think of the notion of relational creativity, while working as an artist, noticing how there seemed to be a connection between participants' increased creativity and engagement in participatory artistic practices.

The aim of the thesis is to develop theory about relational creativity as a design concept for creative learning environments, grounded in practice. The study is based on my previous research and development work as an artist-in-residence in higher education. In the thesis the theory is presented along with four design concepts for relational creativity. The four design concepts are: design for creative transformation - as in taking advantage of art's openness for interpretation and emergence of unexpected new solutions; design for creative participation - as in trusting the participants with the responsibility of contributing to a common work of art and knowledge; design for creative comparative encounters - as in providing participants with supportive environments free from judgmental evaluation; design for creative networking - as in facilitating for participants to share, interact with and contribute to each other's processes of art and meaning making. In the thesis I present theory along with rich empirical examples reconnecting to the participatory artistic interventions which this study is based on. My ambition to contribute with new knowledge about relational creativity as a design concept for creative learning environments in higher education, which is useful for practitioners as well as for the research community.

Abstract [sv]

Varför forska om kreativitet inom högre utbildning? Kreativitetsforskning inom högskoleutbildning är viktig ur ett globalt perspektiv, eftersom vi behöver utbilda kreativa människor inom många olika yrken, för kunna ta itu med de stora utmaningar som vi står inför idag när det gäller miljö- och samhällsfrågor. Kreativitet liksom komplex problemlösning anses vara viktiga kompetenser för hållbar utveckling och lyfts därför fram inom program för framtida utbildning, både hos Europeiska Unionen och UNESCO. Mot bakgrund av denna globala utbildningsagenda, hävdar jag att det är viktigt att forska om design för kreativa lärmiljöer inom samtida utbildningsvetenskap.

Det finns dock inte särskilt mycket tidigare forskning att bygga vidare på när det gäller till exempel design av kreativa lärmiljöer, alltså lärmiljöer som stödjer studenters utveckling av kreativitet som kompetens. För att förstå mer om hur vi skall kunna skapa förutsättningar för studenter att utveckla kreativitet, så anser jag att vi behöver vi titta närmare på vad som pågår i kreativa lärmiljöer och kreativa utbildningsprocesser. Jag hävdar också att det är meningsfullt att undersöka hur social interaktion och sociala relationer mellan studenter påverkar deras kreativa processer, om vi är intresserade av att förstå mer om design för kreativa lärmiljöer. I avhandlingen undersöker jag kreativitet från ett sådant sociorelationellt och processorienterat perspektiv, med hjälp av och genom medverkandekonstnärliga praktiker. Första gången jag började tänka på begreppet relationell kreativitet var när jag som konstnär arbetade med medverkandekonst inom utbildning. Jag upplevde att det fanns ett samband mellan studenternas kreativitet och deras engagemang i medverkandekonstprojekten.

Syftet med avhandlingen är att utveckla praktiskt grundad teori om relationell kreativitet som designkoncept för kreativa lärmiljöer. Studien grundar sig på ett tidigare forsknings- och utvecklingsuppdrag som jag haft som konstnär inom högskoleutbildning. I avhandlingen presenteras teorin om relationell kreativitet genom fyra designkoncept. De fyra designkoncepten är: design för kreativ transformation - genom att dra nytta av konstens tolkningsutrymme och öppenhet för nya oväntade lösningar; design för kreativt deltagande - genom att visa förtroende för och bjuda in deltagarna att medverka till ett gemensamt skapande av konst och kunskap; design för kreativa jämförande möten - genom att erbjuda miljöer som ger deltagarna mod att skapa och som är befriade från värderande omdömen; design för kreativt nätverkande - som i att underlätta för deltagare att interagera, dela och bidra till varandras processer av konst- och meningsskapande. I avhandlingen presenterar jag teori tillsammans med rika exempel från empirin som återknyter till genomförandet av de medverkandekonstprojekt på vilka studien grundats. Ambitionen är att bidra med kunskap relationell kreativitet som designkoncept för kreativa lärmiljöer inom högskoleutbildning, som kan komma till nytta för utbildningspraktiken såväl som för forskarsamhället.

sted, utgiver, år, opplag, sider
Umeå: Umeå Universitet, 2019. s. 260
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 86
Emneord
creativity, relational creativity, higher education, participatory art, visual arts, fine arts, arts-based research, participatory design, design for learning, sociotechnical design, educational design research, future education, rethinking education, sustainable development
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-158652 (URN)978-91-7855-064-7 (ISBN)
Disputas
2019-05-29, Hörsal E, Humanisthuset, Umeå, 13:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2019-05-08 Laget: 2019-05-06 Sist oppdatert: 2019-05-23bibliografisk kontrollert
Morén, S. (2018). Participatory art as a methodology for educational change. In: Blas González Alba, Moisés Mañas Olmo, Pablo Cortés González y Álvaro de la Morena (Ed.), Libro de actas del 3rd international summerworkshop on alternative methods in social research: Transformative and Inclusive Social and Educational Research. Paper presented at 3rd international summerworkshop on alternative methods in social research. Transformative and Inclusive Social and Educational Research, Málaga, Spain, 5-7 June, 2017. (pp. 73-82).
Åpne denne publikasjonen i ny fane eller vindu >>Participatory art as a methodology for educational change
2018 (engelsk)Inngår i: Libro de actas del 3rd international summerworkshop on alternative methods in social research: Transformative and Inclusive Social and Educational Research / [ed] Blas González Alba, Moisés Mañas Olmo, Pablo Cortés González y Álvaro de la Morena, 2018, s. 73-82Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In my PhD-thesis named 'Relational Creativity' I am researching the potential of using participatory art as a transformative methodology in design for creative learning environments. In practice I have investigated the possibilities of using a participatory art project to influence university education from within. My preliminary results indicate that participatory artistic methods include the potential of transforming a learning environment to becoming a more inclusive system. I therefore suggest that participatory artistic methods can be used to investigate other ways of understanding educational processes, and for building alternative educational models and relationships, as proposed in the framework for this summer workshop. I certainly agree with the organizers, that we need to get together to share our knowledge about new ways of doing research. In this paper I propose as a topic of discussion, that one of the challenges for us, is to find ways to communicate and share the knowledge emerging from these new transformative and inclusive methodologies, as practitioners and researchers.

How can we find ways to share and communicate (describe, analyse, discuss and validate) the rich variation and complexity of transformative research methods emerging in the contemporary fields of artistic, arts-based, educational and social sciences?

Serie
International Summerworkshop on Alternative Methods in Social Research
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-160474 (URN)
Konferanse
3rd international summerworkshop on alternative methods in social research. Transformative and Inclusive Social and Educational Research, Málaga, Spain, 5-7 June, 2017.
Tilgjengelig fra: 2019-06-19 Laget: 2019-06-19 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Morén, S. (2015). Super-wise Supervision: A reflective dialogue concerning online supervision in Art Education. In: 3rd Conference on Arts-Based Research and Artistic Research 2015, Porto, Portugal, 22-24 January, 2015: . Paper presented at 3rd Conference on Arts-Based Research and Artistic Research 2015, Porto, Portugal, 22-24 January, 2015.
Åpne denne publikasjonen i ny fane eller vindu >>Super-wise Supervision: A reflective dialogue concerning online supervision in Art Education
2015 (engelsk)Inngår i: 3rd Conference on Arts-Based Research and Artistic Research 2015, Porto, Portugal, 22-24 January, 2015, 2015Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

su•per•vise (ˈsu pəәrˌvaɪz) v.t. -vised, -vis•ing.

to watch over and direct (a process, work, workers, etc.); oversee; superintend.

[1580–90; < Medieval Latin supervsus, past participle of supervidre=super- super- + vidre to see]

Introduction

To watch over and direct a creative learning process is a challenge for every teacher involved in Art Education. With todays' common use of new media, distant education will have an increasingly important role to play in higher education, where learning environments will be internet-based or blended between physical and digital situations.

Questions

What will happen when we start using new media to supervise in Art Education?

In what ways the medium affect our relations, how we think and act? In which ways might the medium become the message?

Will new media per se change the way we think about our supervising situations?

How will concepts like open source and distributed development influence and change the way we design learning?

The reflective dialogue

This proposal aims to investigate and discuss the experiences of an educational situation where artistic projects or artistic learning is supervised mainly on-line. By comparing the perspective of the teacher and the student in a dialogical form, we aim to open up for divergent thinking and unexpected findings.

HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-160477 (URN)
Konferanse
3rd Conference on Arts-Based Research and Artistic Research 2015, Porto, Portugal, 22-24 January, 2015
Tilgjengelig fra: 2019-06-19 Laget: 2019-06-19 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Morén, S. (2015). Virtual Art Studio: relational creativity in a shared blog. In: Ângela Saldanha; Cristina Trigo; Maria Jesus Agra Pardiñas; Teresa Torres de Eça (Ed.), Risks and Opportunities for Visual Arts Education in Europe: . Paper presented at InSEA Regional conference in Lisbon: Risks and Opportunities for Visual Arts Education in Europe 2015, Lisabon, Portugal, 7-9 July, 2015 (pp. 85-86). APECV, Article ID 70.
Åpne denne publikasjonen i ny fane eller vindu >>Virtual Art Studio: relational creativity in a shared blog
2015 (engelsk)Inngår i: Risks and Opportunities for Visual Arts Education in Europe / [ed] Ângela Saldanha; Cristina Trigo; Maria Jesus Agra Pardiñas; Teresa Torres de Eça, APECV , 2015, s. 85-86, artikkel-id 70Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Virtual art studio - relational creativity in a shared blog is a case-based presentation, which aims to reflect upon and analyse what happened during a learning situation, where distant students of Art Education worked for a semester in a shared blog. Further more the research aims to investigate which factors in the learning design that promotes creativity between students in digital learning environments. In which ways could we design learning to enhance relational creativity among distant students using digital learning environments? What factors may be of importance in the learning design to provide possibilities for the students to relate to and inspire each other during the artistic learning processes? How can we construct analysing methods that enables us to entangle the different aspects of artistic, technological and relational challenges of distant learning in artistic subjects?

sted, utgiver, år, opplag, sider
APECV, 2015
Emneord
Artistic research, Design oriented research, Creativity, Digital learning, Art Education, Design for learning, Metalization
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-160478 (URN)978-989-99073-2-4 (ISBN)
Konferanse
InSEA Regional conference in Lisbon: Risks and Opportunities for Visual Arts Education in Europe 2015, Lisabon, Portugal, 7-9 July, 2015
Tilgjengelig fra: 2019-06-19 Laget: 2019-06-19 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Morén, S. (2014). Artistic research and development work in Teachers Education. In: Gregory, P. (Ed.), Tales of Art and Curiosity from Canterbury 2013: . Paper presented at InSEA European Regional Congress 2013, Canterbury, UK, 24-26 June, 2013 (pp. 151-157). Canterbury: Canterbury Christ Church University / NSEAD, Article ID 106.
Åpne denne publikasjonen i ny fane eller vindu >>Artistic research and development work in Teachers Education
2014 (engelsk)Inngår i: Tales of Art and Curiosity from Canterbury 2013 / [ed] Gregory, P., Canterbury: Canterbury Christ Church University / NSEAD , 2014, s. 151-157, artikkel-id 106Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

How could the creative processes and artistic pedagogic methods be further developed, investigated and problematized in teachers education? How could we involve children and students, on equal terms, in the development of new creative learning processes?

The aim of this paper is to find new knowledge about what methods may be suitable for artistic in-house research- and development projects within teachers education. One purpose is to investigate how the artistic and pedagogic processes could be explored and renewed by participatory art projects together with children and students.

sted, utgiver, år, opplag, sider
Canterbury: Canterbury Christ Church University / NSEAD, 2014
Emneord
ICT, Art, education
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-160492 (URN)978-0-904684-35-3 (ISBN)
Konferanse
InSEA European Regional Congress 2013, Canterbury, UK, 24-26 June, 2013
Tilgjengelig fra: 2019-06-19 Laget: 2019-06-19 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Morén, S. (2014). Becoming an Artist. In: 2º Conference on Arts-Based Research and Artistic Research: Insights and critical reflections on issues and methodologies, Granada University, Granada, Spain, 27-30 January, 2014: . Paper presented at 2º Conference on Arts-Based Research and Artistic Research: Insights and critical reflections on issues and methodologies, Granada University, Granada, Spain, 27-30 January, 2014.
Åpne denne publikasjonen i ny fane eller vindu >>Becoming an Artist
2014 (engelsk)Inngår i: 2º Conference on Arts-Based Research and Artistic Research: Insights and critical reflections on issues and methodologies, Granada University, Granada, Spain, 27-30 January, 2014, 2014Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

How do you become an Artist? When and why during education or career do you begin to experience yourself as an Artist? How is artistic knowledge transferred? The aim of this research project is to investigate how contemporary artists become Artists and which factors in the relational environment that are crucial for the artistic identification process.

Abstract [es]

¿Cómo te has convertido en un artista? ¿Cuándo y por qué durante la educación o la carrera que usted comienza a experimentar a ti mismo como artista? ¿Cómo se transfiere el conocimiento artístico? El objetivo de este proyecto de investigación es investigar cómo contemporáneo artists've ser artistas y que toma en cuenta el entorno relacional que son cruciales para el proceso de identificación artística.

Emneord
artistic identity, dialogism, creativity, mentalization, performativity, dentidad artística, dialogismo, creatividad, zaciónción, performatividad
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-160482 (URN)
Konferanse
2º Conference on Arts-Based Research and Artistic Research: Insights and critical reflections on issues and methodologies, Granada University, Granada, Spain, 27-30 January, 2014
Tilgjengelig fra: 2019-06-19 Laget: 2019-06-19 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Eca, T. & Morén, S. (2014). Soundscapes:: start up a participatory art project online. In: 2º Conference on Arts-Based Research and Artistic Research: Insights and critical reflections on issues and methodologies, Professional Conference, Granada, Spain, 27-30 January, 2014: . Paper presented at 2º Conference on Arts-Based Research and Artistic Research: Insights and critical reflections on issues and methodologies, Professional Conference, Granada, Spain, 27-30 January, 2014.
Åpne denne publikasjonen i ny fane eller vindu >>Soundscapes:: start up a participatory art project online
2014 (engelsk)Inngår i: 2º Conference on Arts-Based Research and Artistic Research: Insights and critical reflections on issues and methodologies, Professional Conference, Granada, Spain, 27-30 January, 2014, 2014Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This text is about an arts education collaborative learning experience called Soundscapes Project. The Project aims the development of local intercultural projects in educational settings using arts processes. The initial part of the experiencewas a pilot study conducted during 2013 involving students aged from 3 years old until 18 years old from schools in Greece; Portugal; Brazil; Spain and Sweden. The project started as a collaboration between teachers from University of Jaén in Spain and the art teachers association APECV in Portugal. In that project interactive media was used for communication and creation of contents. Some interesting points emerged in the group such as the use of digital tools to reflect upon pedagogical practices; the use of performance as a collective tool for sharing and reflectingabout practices and finally the impact of interchange intercultural art education projects on teachers lives. After analyzing those issues with the pilot study participants we brought up some possibilities for using digital media, and multimodal performances for pedagogical reflection within a model of participatory research.

HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-160485 (URN)
Konferanse
2º Conference on Arts-Based Research and Artistic Research: Insights and critical reflections on issues and methodologies, Professional Conference, Granada, Spain, 27-30 January, 2014
Tilgjengelig fra: 2019-06-19 Laget: 2019-06-19 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Morén, S. (2014). The art of mastering freedom : a paradoxical quest for pedagogics of creativity. In: Catarina S. Martins (Ed.), 2nd Encounter on Practices of Research in Arts Education: . Paper presented at 2nd Encounter on Practices of Research in Arts Education, Porto, Portugal, 22-24 January, 2014.
Åpne denne publikasjonen i ny fane eller vindu >>The art of mastering freedom : a paradoxical quest for pedagogics of creativity
2014 (engelsk)Inngår i: 2nd Encounter on Practices of Research in Arts Education / [ed] Catarina S. Martins, 2014Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

How can you learn to master artistic freedom? In what ways is it possible teach someone to be creative? The purpose of this research project is to investigate which structures, methods and practises that are crucial to provide an environment that promotes the development of creativity among art students in University Education.

Emneord
artistic freedom, creativity, dialogism, integration of theory and practice, new technology and media
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-160479 (URN)
Konferanse
2nd Encounter on Practices of Research in Arts Education, Porto, Portugal, 22-24 January, 2014
Tilgjengelig fra: 2019-06-19 Laget: 2019-06-19 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Morén, S. (2013). Artistic research in teachers education. In: Hernández-Hernández, F., & Fendler, R. (Ed.), Proceedings of the 1st Annual Conference on Arts-Based and Artistic Research: Barcelona, Spain, January 31st - February 1st, 2013. Paper presented at 1st Conference on Arts-Based and Artistic Research: Critical reflections on the intersection between art and research, Barcelona, Spain, 31 January - 1 February, 2013 (pp. 157-161). Barcelona: University of Barcelona
Åpne denne publikasjonen i ny fane eller vindu >>Artistic research in teachers education
2013 (engelsk)Inngår i: Proceedings of the 1st Annual Conference on Arts-Based and Artistic Research: Barcelona, Spain, January 31st - February 1st, 2013 / [ed] Hernández-Hernández, F., & Fendler, R., Barcelona: University of Barcelona , 2013, s. 157-161Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

SoundImages is an artistic research- and development project at a Swedish university. The fieldwork started in 2011 initiated by a visual artist and a musical composer, involving approximately 100 children of 5-6 years old and 100 students. The practice based result of the project, so far, includes an audio-visual “instrument” and a computer game created together with the children and students. The artistic results have been exhibited and evaluated by test groups at preschools in 2012.

sted, utgiver, år, opplag, sider
Barcelona: University of Barcelona, 2013
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-160488 (URN)
Konferanse
1st Conference on Arts-Based and Artistic Research: Critical reflections on the intersection between art and research, Barcelona, Spain, 31 January - 1 February, 2013
Tilgjengelig fra: 2019-06-19 Laget: 2019-06-19 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Morén, S. (2013). Can you see me now?: the digital strategies of creative girls. In: Gun-Marie Frånberg, Elza Dunkels and Camilla Hällgren (Ed.), Invisible Girl: "Ceci n'est pas une fille" (pp. 231-241). Umeå: Umeå Universitet
Åpne denne publikasjonen i ny fane eller vindu >>Can you see me now?: the digital strategies of creative girls
2013 (engelsk)Inngår i: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Elza Dunkels and Camilla Hällgren, Umeå: Umeå Universitet , 2013, s. 231-241Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

The digital strategies of creative girls aims to make visible girls as creative developers of the Internet and new technology, which has been investigated through interviews with students, artists, project managers and entrepreneurs. Why do so many girls choose to blog? What is it that influences girls’ choices of new technology? How is digital creativity affected by gender norms? The prevailing social gender norms appear to be reflected on the Internet as digital gender norms, where girls and boys seem to prefer different communication tools. While working with the question of digital gender, I have developed the hypothesis of aesthetic technology namely that girls often have an artistic approach towards technology. Girls mainly learn technology for a reason, planning to do something once they have learned the technique, and their goals often have aesthetic preferences. The issue of girls learning technology, becoming technical, is clearly more complicated than one might first think in relation to gender norms. Even though young girls are often just as interested in technology as young boys are, it is difficult for them to keep or adapt their technical interest to normative femininity, as they enter their teens. Another problem is that expressions of technical competence or innovation, which do not correspond to the predominant male norm, might be hard for us to see. Creative girls who undergo education within the digital field can easily end up in a situation where they must first work with equality and become entrepreneurs in order to have a chance to practice their profession.

sted, utgiver, år, opplag, sider
Umeå: Umeå Universitet, 2013
Emneord
gender, ict, blogs
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-81146 (URN)9789174597271 (ISBN)
Merknad

Finansierat av Internetfonden.SE

Tilgjengelig fra: 2013-10-02 Laget: 2013-10-02 Sist oppdatert: 2018-06-08bibliografisk kontrollert
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