{"id":127611,"date":"2023-09-07T05:54:41","date_gmt":"2023-09-07T05:54:41","guid":{"rendered":"https:\/\/www.curtin.edu.au\/research\/?page_id=127611"},"modified":"2025-12-17T15:23:12","modified_gmt":"2025-12-17T07:23:12","slug":"hdr-arts-based-resources","status":"publish","type":"page","link":"https:\/\/www.curtin.edu.au\/research\/research-areas\/business-society-and-community\/creative-research-hub\/hdr-arts-based-resources\/","title":{"rendered":"HDR Arts-based Projects and Resources"},"content":{"rendered":"\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">HDR Community of Practice Meetings<\/h2>\n\n\n\n<p>Curtin School of Education Creative Education Research Hub offers HDR Supervision within the Doctor of Philosophy and Master of Philosophy education course streams which culminate in creative thesis examination (e.g., a major visual arts research exhibition and exegesis; or a major verbatim theatre performance work and exegesis).<\/p>\n\n\n\n<p>Our Higher Degree by Research Community of Practice (CoP) meets online every month to share their work\/journey and support one another through the various research journey phases (e.g., literature scoping, proposal development, milestone examinations, ethics applications, data management, arts-based analysis and results framing, conference presentations and creative thesis examination preparation).<\/p>\n\n\n\n<p>Individual supervisory meetings are also regularly undertaken, and together the two initiatives provide excellent support for our HDR Arts-Based Education Research candidates.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"886\" height=\"423\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/CoPMeets.jpg\" alt=\"\" class=\"wp-image-133888\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/CoPMeets.jpg 886w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/CoPMeets-768x367.jpg 768w\" sizes=\"auto, (max-width: 886px) 100vw, 886px\" \/><\/figure>\n\n\n\n<p><strong>Our next HDR Creative Practice Research CoP meetings are: <\/strong><\/p>\n\n\n\n<p><strong>LOCAL\/CURTIN:  <\/strong>21st August 2025 via Teams (contact Assoc. Prof. Lisa Paris for the link to join this meeting: <a href=\"mailto:lisa.paris@curtin.edu.au\">lisa.paris@curtin.edu.au<\/a>)<\/p>\n\n\n\n<p>Associate Professor Geoff Lummis and PhD Candidate Hannah Jago share perspectives on the Creative Thesis and Exegetical Writing in our August CoP.  Watch the discussion here:<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-4-3 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"HDR Arts-based Research Community of Practice_Associate Professor Geoff Lummis, exegetical writing\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/PfZAtxCm4sI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/08\/0_Geoff-Lummis-notes-for-Lis-Paris-Exegesis-Exhibition-1.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of 0_Geoff Lummis notes for Lis Paris Exegesis Exhibition (1).\"><\/object><a id=\"wp-block-file--media-0c2d29f6-1689-4937-8e87-4bc1bd6c54cd\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/08\/0_Geoff-Lummis-notes-for-Lis-Paris-Exegesis-Exhibition-1.pdf\">0_Geoff Lummis notes for Lis Paris Exegesis Exhibition (1)<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/08\/0_Geoff-Lummis-notes-for-Lis-Paris-Exegesis-Exhibition-1.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-0c2d29f6-1689-4937-8e87-4bc1bd6c54cd\">Download<\/a><\/div>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"619\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/08\/Screenshot-2025-08-21-210320-619x500.png\" alt=\"\" class=\"wp-image-142468\" \/><\/figure>\n\n\n\n<p><strong>NATIONAL\/AARE:<\/strong> September  2025 via Teams (contact Assoc. Prof. Carol Carter for the link to join this meeting: <a href=\"mailto:lisa.paris@curtin.edu.au\">&#8220;Carol Carter&#8221; <a href=\"mailto:carol.carter@curtin.edu.au\">carol.carter@curtin.edu.au<\/a><\/a>)<\/p>\n\n\n\n<p>_________________________________________________________________<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Highlights<\/h3>\n\n\n\n<p>Jodie Sanders, M.Phil &#8211; Conversion to PhD track<\/p>\n\n\n\n<p>An Exploration of the Effects of Extended Reality (XR) on Creativity in an Australian Secondary School Context<\/p>\n\n\n\n<p>See highlights in the movie below:<\/p>\n\n\n\n<p><a href=\"https:\/\/jsandersarchitect-my.sharepoint.com\/personal\/jsanders_jsandersarchitect_onmicrosoft_com\/_layouts\/15\/stream.aspx?id=%2Fpersonal%2Fjsanders_jsandersarchitect_onmicrosoft_com%2FDocuments%2F0_Masters+Curtin+docs%2F2025%2FDATTA+WA+2025%2FVideo+XR+class%2FXR+movie+2025+V2.mp4&amp;nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJPbmVEcml2ZUZvckJ1c2luZXNzIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXciLCJyZWZlcnJhbFZpZXciOiJNeUZpbGVzTGlua0NvcHkifX0&amp;ga=1&amp;startedResponseCatch=true&amp;referrer=StreamWebApp.Web&amp;referrerScenario=AddressBarCopied.view.867d6d75-1d36-4f41-9922-714903b59fc7\">XR movie 2025 V2.mp4<\/a><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"879\" height=\"408\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/12\/Video-excerpt.png\" alt=\"\" class=\"wp-image-144678\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/12\/Video-excerpt.png 879w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/12\/Video-excerpt-768x356.png 768w\" sizes=\"auto, (max-width: 879px) 100vw, 879px\" \/><\/figure>\n\n\n\n<p>Jodie observed &#8230; <em>&#8220;This video documents secondary school students engaging with extended reality (XR) technologies as part of a creative design learning environment. Captured during regular classroom practice, it shows students using immersive tools to ideate, spatially explore, and iteratively develop their design concepts in real time. As both teacher and researcher, I was able to observe how XR supported students\u2019 creative decision-making, experimentation, and confidence in navigating complex design problems. The footage forms part of a research study investigating how immersive technologies can enhance or diminish creativity\u00a0 in secondary education, contributing to broader conversations around emerging technologies in creative arts pedagogy&#8221;<\/em><\/p>\n\n\n\n<p>____________________________________________________________<\/p>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">MILESTONES &#8211; April 2025<\/h3>\n\n\n\n<p>Milestone Two &#8211; Tayla Fordham (M.Phil Creative Thesis)<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-4-3 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Tayla Fordham_M2 Presentation.\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/yLah5qRy9yE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/M2-PowerPoint-Tayla-Fordham.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of M2 PowerPoint Tayla Fordham.\"><\/object><a id=\"wp-block-file--media-7de167d0-7743-4a06-8e1f-220cd5b840c6\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/M2-PowerPoint-Tayla-Fordham.pdf\">M2 PowerPoint Tayla Fordham<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/M2-PowerPoint-Tayla-Fordham.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-7de167d0-7743-4a06-8e1f-220cd5b840c6\">Download<\/a><\/div>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1271\" height=\"631\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/tayla.jpg\" alt=\"\" class=\"wp-image-139963\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/tayla.jpg 1271w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/tayla-768x381.jpg 768w\" sizes=\"auto, (max-width: 1271px) 100vw, 1271px\" \/><\/figure>\n\n\n\n<p>Milestone Two &#8211; Tanya Carcione (PhD Creative Thesis)<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1274\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-1274x500.jpg\" alt=\"\" class=\"wp-image-139969\" \/><\/figure>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/M2-Tanya-Carcione-PPT-1.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of M2 Tanya Carcione PPT (1).\"><\/object><a id=\"wp-block-file--media-8e4e79d7-092d-458c-b8a5-dbc502c4a44e\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/M2-Tanya-Carcione-PPT-1.pdf\">M2 Tanya Carcione PPT (1)<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/M2-Tanya-Carcione-PPT-1.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-8e4e79d7-092d-458c-b8a5-dbc502c4a44e\">Download<\/a><\/div>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-paintings-1000x500.jpg\" alt=\"\" class=\"wp-image-139976\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-paintings-1000x500.jpg 1000w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-paintings-740x370.jpg 740w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-paintings-480x240.jpg 480w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-Exegesis-1000x500.jpg\" alt=\"\" class=\"wp-image-139979\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-Exegesis-1000x500.jpg 1000w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-Exegesis-740x370.jpg 740w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/04\/Tanya-Exegesis-480x240.jpg 480w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<p>__________________________________________________________________<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>MILESTONES &#8211; February 2025<\/strong><\/h3>\n\n\n\n<h3 class=\"wp-block-heading\">Milestone One:  Frances Sullivan-Rhodes &#8211; PhD Arts-based education Inquiry<\/h3>\n\n\n\n<p><strong>Braids and Strands: An Arts-Based Exploration of Parenting, Academic and Creative Practices, Informed by Personal Journey<\/strong><\/p>\n\n\n\n<p>Supervisors: A\/Prof. Lisa Paris, Dr Kathryne Ford and A\/Prof. Madeleine Dobson<\/p>\n\n\n\n<p><strong>Written Proposal:<\/strong><\/p>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-8214a907-37f4-419e-890d-a9f11646aa80\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/02\/Milestone-1-Application-final.docx\">Milestone 1 Application final<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/02\/Milestone-1-Application-final.docx\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-8214a907-37f4-419e-890d-a9f11646aa80\">Download<\/a><\/div>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1225\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/02\/Fran-1225x500.jpg\" alt=\"\" class=\"wp-image-138550\" \/><\/figure>\n\n\n\n<p><strong>PP Slides<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1419\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/02\/Fran-2-1419x500.jpg\" alt=\"\" class=\"wp-image-138558\" \/><\/figure>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-005df9a4-fd76-43cc-920d-f71576633b58\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/02\/M1-Presentation-F-SullivanRhodes-Feb25-final-1.pptx\">M1 Presentation F SullivanRhodes Feb25 final<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/02\/M1-Presentation-F-SullivanRhodes-Feb25-final-1.pptx\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-005df9a4-fd76-43cc-920d-f71576633b58\">Download<\/a><\/div>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"714\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/08\/1-3-714x500.jpg\" alt=\"\" class=\"wp-image-135611\" \/><\/figure>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"A3 ABR Proposal Recorded Presentation  Fran Sullivan Rhodes\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/JYdnlav8XM4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h3 class=\"wp-block-heading\">Judith Robinson &#8211; PhD Arts-based Education Inquiry<\/h3>\n\n\n\n<p><strong>Praxis and Practice \u2013 supporting teacher wellbeing through (re)engagement with their personal arts practice<\/strong><\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/07\/ROBINSON-Judith-20291826-Research-Proposal.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of ROBINSON Judith  (20291826) - Research Proposal.\"><\/object><a id=\"wp-block-file--media-ccc4b0dc-3f4a-4760-b31d-dba5108668b5\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/07\/ROBINSON-Judith-20291826-Research-Proposal.pdf\">ROBINSON Judith  (20291826) &#8211; Research Proposal<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2025\/07\/ROBINSON-Judith-20291826-Research-Proposal.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-ccc4b0dc-3f4a-4760-b31d-dba5108668b5\">Download<\/a><\/div>\n\n\n\n<p>Supervisors:  A\/Prof. Lisa Paris and Dr Sonja Kuzich<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"384\" height=\"262\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/JR.jpg\" alt=\"\" class=\"wp-image-134634\" \/><\/figure>\n\n\n\n<p>Teachers who regularly engage in practice in their subject areas, feel authentic and more connected to their teaching and subsequently will be more likely to remain in their profession. This positive outcome is expected to flow on to improved student learning, also. Although teachers feel time poor, producing just one artwork per year can improve a teachers\u2019 outlook and their vision of continuing as teachers and not feeling as though they want to leave the profession (Morris &amp; Imms, 2019). This study will propose strategies to assist teachers to reconnect with their own creative processes and ultimately remain as teachers in the educational system.<\/p>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Siobhan Unwin &#8211; PhD Arts-based Education Inquiry<\/h3>\n\n\n\n<p><strong>Neuro-queering Curriculum for Neurodivergent Preservice Teachers in an Australian University<\/strong><\/p>\n\n\n\n<p>Supervisors:  A\/Prof Madeleine Dobson, A\/Prof Lisa Paris and Dr Kathryne Ford<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"238\" height=\"331\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Sib-pic.jpg\" alt=\"\" class=\"wp-image-134145\" \/><\/figure>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Siobhan Unwin Neuroqueering Curriculum Presentation A3 EDUC7001 20241115 153045 Meeting Recording\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/h3GF2lM7vj0?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p>Neurodivergence, encompassing conditions like ASD, ADHD, dyslexia, and OCD, is<br>often viewed as a deficit needing correction. This study challenges this perspective,<br>arguing that struggles faced by neurodivergent individuals stem from systems that fail<br>to acknowledge or value their contributions.<br>The study employs queer theory and disability studies to challenge dominant<br>categorisation and identity boundaries, and the pathologising of identity. Both<br>theories centre the voices of marginalised people, a key approach in this research.<br>Drawing parallels between the queer and neurodivergent communities, both have<br>faced stigmatisation, marginalisation, and violence, leading to a resistance movement<br>advocating for positive identities, community, and societal changes. This process,<br>known as \u2018neuroqueering\u2019, has been acknowledged in art, social justice, and policy.<br>The current discourse on supporting neurodivergent students often prioritises rigid<br>categorisation, pathologising, and a focus on a cure. This study proposes<br>neuroqueering curriculum as a way to address key issues facing neurodivergent<br>students in higher education, including fluidity in identity, harm from dominant ways<br>of thinking, and the paradox of being invisible yet hypervisible.<br>The research employs a three-pronged approach:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Arts-Based Ethnographic Study: Focuses on neurodivergent preservice<br>teachers, using arts-based approaches to create vignettes of their lived experiences.<\/li>\n\n\n\n<li>Delphi Study: Brings together experts in neurodivergence, education, and<br>queering curriculum to explore how queering curriculum could effectively address the<br>experiences of neurodivergent preservice teachers.<\/li>\n\n\n\n<li>Participatory Action Research: Implements a process of neuroqueering<br>curriculum in initial teacher education based on the findings from the first two<br>inquiries.<br>The outputs will include creative works and traditional research outputs. This study<br>aims to contribute to the nascent field of neuroqueering curriculum in initial teacher<br>education<\/li>\n<\/ol>\n\n\n\n<h3 class=\"wp-block-heading\">Jodie Sanders &#8211; M.Phil Arts-Based Education Inquiry<\/h3>\n\n\n\n<p><strong>An Exploration of the Effects of Extended Reality (XR) on Creativity in an Australian Secondary School Context<\/strong><\/p>\n\n\n\n<p>Supervisors: A\/Prof Lisa Paris and Dr Martin Cooper<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"273\" height=\"256\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Jodie-XR.jpg\" alt=\"\" class=\"wp-image-134147\" \/><\/figure>\n\n\n\n<p>This research project will explore the effects of extended reality (XR), on creativity in a Western Australian (WA) secondary school. No research studies currently exist regarding this phenomenon in a WA secondary school context. One of the key ideas of the mandated WA curriculum is that students be exposed to various technologies and techniques to facilitate creative problem-solving (SCSA, n.d.). Given recent advancements in XR, which have made this technology viable and widespread in the creative industries, this technology aligns directly with this idea, making this a timely and useful study. Using the mixed-methods methodology (in an embedded multiple-case design) (Yin, 2009), the data collected will consist of semi-structured interviews, a questionnaire and scored artifacts produced by students and teachers to provide a rich and insightful overview of XR intervention in the classroom. This study will be important to educators interested in practical information about incorporating XR in the classroom and those seeking information on XR&#8217;s benefits in terms of creativity.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Jodie Sanders  exhibition\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/aGLfjCROS4o?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p><\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Jodie-Sanders-Methodology-1000x500.jpg\" alt=\"\" class=\"wp-image-133826\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Jodie-Sanders-Methodology-1000x500.jpg 1000w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Jodie-Sanders-Methodology-740x370.jpg 740w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Jodie-Sanders-Methodology-480x240.jpg 480w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<h3 class=\"wp-block-heading\">Julie Pheasant &#8211; M.Phil Arts-Based Education Inquiry<\/h3>\n\n\n\n<p><strong>Best Art Education Practice of Working with Students with Disability in Australian Secondary Schools<\/strong><\/p>\n\n\n\n<p>Supervisors: A\/Prof Lisa Paris and Dr Jia White<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"454\" height=\"595\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/julie-1.jpg\" alt=\"\" class=\"wp-image-134151\" \/><\/figure>\n\n\n\n<p>Current research suggests an entrenched, and fragmented approach to teaching students with disability (SWD), due to inadequate teacher training in practical methods and workable knowledge. Research has also shown a dichotomy between attitudes and discourse, subjective norms, and beliefs around SWD which is still overshadowed by the societal following of medical, social, and biopsychosocial models of disability. There are negative consequences for students who enter the visual arts classroom and encounter teachers with misconstrued perceptions of disability and diminished capability with respect to the provision of quality education practice. The proposed research responds to this problem and aims to engage with experienced secondary Visual Art teachers in Western Australia who will be asked to synthesise their professional knowledge around this problem; how working with SWD has varied over time and what they perceive as good practice for this group. This study will employ a qualitative, tri-paradigmatic framework in combination with arts-based methods because arts teachers have both crafted their models of practice with SWD and also because they are visually literate enabling richer data framing through visual strategies than words alone allow. Arts-based Education Research (ABER) is a participatory, non-traditional research practice that can capture discursive data from participants by virtue of rich visualisation strategies and dialogic exchange. The participants in this study are highly visually literate, enabling confirmation that the ABER visualisations of their experience are authentic and accurate.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Julie-2-1000x500.jpg\" alt=\"\" class=\"wp-image-133836\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Julie-2-1000x500.jpg 1000w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Julie-2-740x370.jpg 740w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Julie-2-480x240.jpg 480w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/09\/PHEASANT_22282220_A2-reviewed-changes.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of PHEASANT_22282220_A2 reviewed changes.\"><\/object><a id=\"wp-block-file--media-7f2486cf-9733-4352-989b-bfcf68e5b8cd\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/09\/PHEASANT_22282220_A2-reviewed-changes.pdf\">PHEASANT_22282220_A2 reviewed changes<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/09\/PHEASANT_22282220_A2-reviewed-changes.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-7f2486cf-9733-4352-989b-bfcf68e5b8cd\">Download<\/a><\/div>\n\n\n\n<h3 class=\"wp-block-heading\">Naqin Xie &#8211; PhD Arts-based Education Research Inquiry<\/h3>\n\n\n\n<p><strong>Something From My Garden: Arts-Based Enquiry into Collaborative Mentoring&#8217;s Impact on Early Career Arts Teachers<\/strong><\/p>\n\n\n\n<p>Supervisors: A\/Prof Lisa Paris and Dr Carol Carter<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"484\" height=\"207\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Naqin.jpg\" alt=\"\" class=\"wp-image-134153\" \/><\/figure>\n\n\n\n<p>The COVID-19 pandemic disrupted school learning and saw a range of new online mentoring approaches coalesce around the emergence of online groups. Post COVID-19 early career teacher (ECT) attrition rates, however, remain high, with early career arts teachers (ECATs) in particular having their own, distinct, stressors. This includes carrying heavy extracurricular responsibilities, from art clubs and camps,exhibitions and rotating displays through to external competitions for their student\u2019s work and a myriad of art related \u2018favours\u2019 (often hundreds of hours of \u2018personal time\u2019 related to creative practice) (Paris et al, 2022, 429). Collaborative non-hierarchical mentorships have been shown to reduce stress and attrition rates among ECATs. Unfortunately, many teachers do not receive effective mentoring or even mentorsand there have been no formal collaborative non-hierarchical mentorships set up for ECATs post COVID19 in Western Australia (WA). Nor has there been arts-based educational research (ABER) into post COVID-19 experiences in arts mentorships. Working within an arts-based, social constructivist, interpretivist framework, I will set up a Facebook support group with ECATs and specialised arts teachers over 6 months. The experiences of the group will be recorded through observation and interviews and interpreted through art praxis. The resulting creative practice research exhibition of drawings, photographs, and paintings will explore, conceptualise, and present new understandings of participant experiences within mentoring relationships.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Naqin-2-1000x500.jpg\" alt=\"\" class=\"wp-image-133830\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Naqin-2-1000x500.jpg 1000w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Naqin-2-740x370.jpg 740w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Naqin-2-480x240.jpg 480w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/09\/Naqin-Xie-Revised-PhD-Proposal-M1-1.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of Naqin Xie Revised PhD Proposal M1 (1).\"><\/object><a id=\"wp-block-file--media-0c091d4d-dd11-41ac-8def-877775a443a3\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/09\/Naqin-Xie-Revised-PhD-Proposal-M1-1.pdf\">Naqin Xie Revised PhD Proposal M1 (1)<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/09\/Naqin-Xie-Revised-PhD-Proposal-M1-1.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-0c091d4d-dd11-41ac-8def-877775a443a3\">Download<\/a><\/div>\n\n\n\n<h3 class=\"wp-block-heading\">Tayla Fordham &#8211; M.Phil Arts-Based Education Research Inquiry<\/h3>\n\n\n\n<p><strong>A Teacher Without Capability, The Kids Miss Out: Investigating Generalist Educators&#8217;<br>Perceptions of their Impact on Drama Teaching<\/strong><\/p>\n\n\n\n<p>Supervisors &#8211; Dr Carol Carter and A\/Prof Lisa Paris<\/p>\n\n\n\n<p>The proposed research seeks to investigate six Western Australian generalist educators&#8217; narratives of classroom experiences teaching drama and their perceptions of the relationship between their capability to teach drama and students&#8217; willingness to participate. This research employs an Arts-Based Education Research design to transform and express participants&#8217; spoken words and my emic experiences as a specialist drama educator through a live ethnodrama performance. The ethnodrama will interweave our perceptual understandings of the research phenomenon into narrative vignettes and embodied phrases to address the current deficit in generalist educators&#8217; capabilities to teach drama in Western Australian primary\/secondary schools and its impact on students&#8217; drama engagement.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Tayla Fordham WIP Pop-Up Exhibition Introduction Video\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/9mOfGM5tCoY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><figcaption class=\"wp-element-caption\">https:\/\/www.youtube.com\/watch?v=9mOfGM5tCoY &#8230;  Tayla&#8217;s introduction to her research<\/figcaption><\/figure>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-88c242e2-6379-4749-9020-aabd02cce40a\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/09\/Fordham_19480963_Proposal_.docx\">Fordham_19480963_Proposal_<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/09\/Fordham_19480963_Proposal_.docx\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-88c242e2-6379-4749-9020-aabd02cce40a\">Download<\/a><\/div>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/FORDHAM_A3-2.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of FORDHAM_A3-2.\"><\/object><a id=\"wp-block-file--media-2087dc09-47f4-40ef-b194-e60329188e09\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/FORDHAM_A3-2.pdf\">FORDHAM_A3-2<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/FORDHAM_A3-2.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-2087dc09-47f4-40ef-b194-e60329188e09\">Download<\/a><\/div>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tayla-methods-1000x500.jpg\" alt=\"\" class=\"wp-image-133893\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tayla-methods-1000x500.jpg 1000w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tayla-methods-740x370.jpg 740w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tayla-methods-480x240.jpg 480w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Tanya Carcione<\/strong> &#8211; PhD Arts-Based Education Research Inquiry<\/h3>\n\n\n\n<p>Supervisors &#8211; A\/Prof Lisa Paris and Dr Carol Carter<\/p>\n\n\n\n<p><strong>Investigating approaches to teaching artwork interpretation in culturally and linguistically diverse senior school visual arts classrooms<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Tanya Carcione Research Exhibition\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/d-HSz_iFLI0?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"510\" height=\"715\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Tanya-pic.jpg\" alt=\"\" class=\"wp-image-134156\" \/><\/figure>\n\n\n\n<p>The proposed research seeks to investigate the struggles of culturally and linguistically diverse (CALD) learners enrolled in Western Australian senior school Visual Arts courses when tasked with the analysis of unfamiliar artworks in the Responding component of the course. <\/p>\n\n\n\n<p>These challenges remain entrenched for CALD learners, as evidenced in the lack of research on successful strategies used to support these learners in their interpretation of culturally situated visual phenomena, such as the Western-European and Indigenous Australian artworks typically privileged for examination. Accordingly, this research aims to address these challenges by revealing effective strategies used by experienced visual arts educators working in CALD schools to support student acquisition of visual literacies and interpretive skills. <\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1105\" height=\"583\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/Tanya-method.png\" alt=\"\" class=\"wp-image-131544\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/Tanya-method.png 1105w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/Tanya-method-768x405.png 768w\" sizes=\"auto, (max-width: 1105px) 100vw, 1105px\" \/><\/figure>\n\n\n\n<p>To reveal the rich insights of these experienced educators, a mixed-methods Arts-Based Education Research (ABER) design will be used to access discursive and visual data that captures their struggles and successes in navigating this educational issue. It is envisaged that this non-traditional research output will provide evocative insights into educator experiences and reveal workable strategies that other visual arts educators can learn from to better support CALD learner success in visual arts responding tasks.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1083\" height=\"574\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/Visualisation.png\" alt=\"\" class=\"wp-image-131546\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/Visualisation.png 1083w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/Visualisation-768x407.png 768w\" sizes=\"auto, (max-width: 1083px) 100vw, 1083px\" \/><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tanya-da-1000x500.jpg\" alt=\"\" class=\"wp-image-133637\" srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tanya-da-1000x500.jpg 1000w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tanya-da-740x370.jpg 740w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tanya-da-480x240.jpg 480w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tanya-da-1260x630.jpg 1260w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/06\/Tanya-da-1520x760.jpg 1520w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<p><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/CARCIONE_Tanya-Written-Proposal.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Read more about Tanya&#8217;s research<\/a><\/p>\n\n\n<mimas-block \n        block-name=\"button\"\n        \n        data-align=\"left\"\n        role=\"complementary\"\n        aria-label=\"Button block\"\n        data-segment=\"all\">\n\n    \n    \n<div class=\"block-heading hidden\"\n     data-segment=\"dom\"\n     data-style=\"\"\n     data-align=\"default\"\n>\n\n                                <h2 class=\"block-heading__title \" id=\"button-block\">Button block<\/h2>\n            \n                        \n                        \n            \n                <\/div>\n\n                    <a\n    href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/CARCIONE_Tanya-Written-Proposal.pdf\"\n    class=\"button  button--deep-blue filled\"\n    target=\"_blank\" aria-label=\"Read more about Tanya's research\">Read more about Tanya&#8217;s research<\/a>\n    <\/mimas-block>\n\n    <mimas-block \n        block-name=\"articles\"\n        role=\"complementary\"\n        aria-label=\"articles content\"\n        data-segment=\"all\"\n        data-bg=\"gray\">\n\n        \n\n                    <div class=\"article\">\n                                                                \n                <img decoding=\"async\" src=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections-150x150.jpg\"\n                     alt=\"Tanya Carcione - Creative practice HDR reflections\"\n                     srcset=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections-150x150.jpg 150w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections-708x370.jpg 708w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections.jpg 708w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections.jpg 500w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections.jpg 708w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections.jpg 708w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections-480x240.jpg 480w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections-708x630.jpg 708w, https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2023\/09\/Creative-Practice-HDR-reflections.jpg 708w\"\n                     sizes=\"(min-width: 2560px) 2560px, (min-width: 1920px) 1920px, (min-width: 1440px) 1440px, (min-width: 1024px) 1024px, (min-width: 768px) 768px\" loading=\"lazy\">\n\n                <article class=\"article__content\">\n                    \n                                            <h2 class=\"h3\"> M.Phil Conversion to PhD (2024) <\/h2>\n                    \n                                            <p><p>This research focuses on investigating approaches to teaching artwork interpretation in culturally and linguistically diverse (CALD) senior school visual arts classrooms:<\/p>\n<ul>\n<li>Proposal Development<\/li>\n<li>Methodology<\/li>\n<li>Milestones<\/li>\n<\/ul>\n<\/p>\n                    \n                                \n                        <\/article>\n            <\/div>\n        <\/mimas-block>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/CARCIONE_Tanya_Course_Conversion_Slides-1.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of CARCIONE_Tanya_Course_Conversion_Slides-1.\"><\/object><a id=\"wp-block-file--media-8785e543-85c4-4879-becd-75c4315f3419\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/CARCIONE_Tanya_Course_Conversion_Slides-1.pdf\">CARCIONE_Tanya_Course_Conversion_Slides-1<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/03\/CARCIONE_Tanya_Course_Conversion_Slides-1.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-8785e543-85c4-4879-becd-75c4315f3419\">Download<\/a><\/div>\n\n\n\n<p>_________________________________________________________________<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">RESOURCES TO CONSIDER<\/h2>\n\n\n\n<p>_________________________________________________________________<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Advice on Preparing for Ethics<\/h3>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"HDR Arts based Research CoP Creative Education Research Hub Series Preparing for Ethics\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/__Ja61qve5U?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><figcaption class=\"wp-element-caption\">Our community of practice reflections on the experience of applying for ethics (Oct 2024)<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Creative Practice Research Forms <\/h2>\n\n\n\n<p>Angus, A. (2021). Creative Imaginations: The Future of Creative Practice Research Discussion Paper<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Creative-Imaginations-Symposium_discussion-paper-5.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of Creative Imaginations Symposium_discussion paper (5).\"><\/object><a id=\"wp-block-file--media-e32f3c97-703a-4b7b-9d78-d1e5864b244b\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Creative-Imaginations-Symposium_discussion-paper-5.pdf\">Creative Imaginations Symposium_discussion paper (5)<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Creative-Imaginations-Symposium_discussion-paper-5.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-e32f3c97-703a-4b7b-9d78-d1e5864b244b\">Download<\/a><\/div>\n\n\n\n<p><\/p>\n\n\n\n<p>__________________________________________________________________<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Â鶹ֱ²¥ Creative Thesis Examination Guidelines<\/h2>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Examination-Guidelines-for-Creative-Practice-HDRs_KMM_RR-1-2.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of Examination Guidelines for Creative Practice HDRs_KMM_RR (1) (2).\"><\/object><a id=\"wp-block-file--media-ad957f68-9ea5-4804-8d43-20980d203510\" href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Examination-Guidelines-for-Creative-Practice-HDRs_KMM_RR-1-2.pdf\">Examination Guidelines for Creative Practice HDRs_KMM_RR (1) (2)<\/a><a href=\"https:\/\/www.curtin.edu.au\/research\/wp-content\/uploads\/2024\/07\/Examination-Guidelines-for-Creative-Practice-HDRs_KMM_RR-1-2.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-ad957f68-9ea5-4804-8d43-20980d203510\">Download<\/a><\/div>\n\n\n\n<p><\/p>\n\n\n\n<p>__________________________________________________________________<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong><span style=\"text-decoration: underline\">Useful Readings and Resources to consider:<\/span><\/strong><\/h4>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/65729038\/Exegetical_essentials_a_framing_structure_and_template_for_a_comprehensive_exegesis_in_the_creative_arts\">(PDF) Exegetical essentials: a framing structure and template for a comprehensive exegesis in the creative arts<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/116935563\/The_Problem_Of_The_Exegesis_In_Creative_Writing_Higher_Degree_Programs\">The Problem Of The Exegesis In Creative Writing Higher Degree Programs<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/112238156\/Exegetical_thinking_a_methodology_and_two_expositions\">Exegetical thinking: a methodology and two exposition<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/38330921\/Not_quite_theorist_not_quite_artist_the_place_of_the_exegesis_in_studio_based_Research_Higher_Degrees\">&#8216;Not quite theorist, not quite artist&#8217;: the place of the exegesis in studio-based Research Higher Degrees.<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/61025122\/What_does_it_meme_The_exegesis_as_valorisation_and_validation_of_creative_arts_research\">What does it meme? The exegesis as valorisation and validation of creative arts research<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/81281994\/Capturing_creative_practice\">Capturing creative practice<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/114670107\/The_potential_of_the_exegesis_and_the_challenge_of_symbiosis\">The potential of the exegesis and the challenge of symbiosis<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/31473101\/The_Performative_Exegesis\">The Performative Exegesis<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/60853900\/The_PhD_in_writing_accompanied_by_an_exegesis\">The PhD in writing accompanied by an exegesis<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/3852316\/Knowledge_and_a_Scholarship_of_Creativity\">Knowledge and a Scholarship of Creativity<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.academia.edu\/113359326\/Talking_it_over_the_agony_and_the_ecstasy_of_the_creative_writing_doctorate\">Talking it over: the agony and the ecstasy of the creative writing doctorate<\/a><\/p>\n\n\n\n<p>_________________________________________________________________<\/p>\n\n\n\n<p>Further Advice:<\/p>\n\n\n\n<p>Graduate Research School<\/p>\n\n\n\n<p>Website:&nbsp;<a rel=\"noreferrer noopener\" target=\"_blank\" href=\"https:\/\/www.curtin.edu.au\/students\/essentials\/higher-degree-by-research\/\">https:\/\/www.curtin.edu.au\/students\/essentials\/higher-degree-by-research\/<\/a><\/p>\n\n\n\n<p>Email:&nbsp;<a href=\"mailto:ROC.GRS@curtin.edu.au\">ROC.GRS@curtin.edu.au<\/a><\/p>\n\n\n\n<p>Mail: Â鶹ֱ²¥ GPO Box U1987 Perth Western Australia 6845<\/p>\n\n\n\n<p>Visit:&nbsp;<a rel=\"noreferrer noopener\" target=\"_blank\" href=\"https:\/\/use.mazemap.com\/#v=1&amp;config=curtinuniversity&amp;zlevel=3&amp;center=115.893323,-32.005575&amp;zoom=18.7&amp;sharepoitype=point&amp;sharepoi=115.89363%2C-32.00559&amp;campusid=296\">Building&nbsp;101, Level 1<\/a>, Â鶹ֱ²¥ Perth Bentley Campus<\/p>\n\n\n\n<p>Opening Hours: Monday to Friday, 10am to 2pm<\/p>\n\n\n\n<p>Future Students, Admission Assessments and Support Funds<\/p>\n\n\n\n<p>Phone: +61 8 9266 3337 then Press 1<\/p>\n","protected":false},"excerpt":{"rendered":"<p>HDR Community of Practice Meetings Curtin School of Education Creative Education Research Hub offers HDR [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":126459,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_oasis_is_in_workflow":0,"_oasis_original":0,"_oasis_task_priority":"","footnotes":""},"tags":[],"class_list":["post-127611","page","type-page","status-publish","hentry"],"acf":{"page_components":false,"controls":{"page_switch_toggle":false,"support_toggle":false,"breadcrumb_toggle":true,"navi_toggle":true,"section_nav_toggle":true,"alternate_font_toggle":false}},"featured_image":false,"_links":{"self":[{"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/pages\/127611","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/comments?post=127611"}],"version-history":[{"count":0,"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/pages\/127611\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/pages\/126459"}],"wp:attachment":[{"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/media?parent=127611"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.curtin.edu.au\/research\/wp-json\/wp\/v2\/tags?post=127611"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}