A/r/tographic design of an a/r/tographic course for staff in higher education
(2025)
author(s): Tone Pernille Østern
published in: Research Catalogue
This exposition is part of the peer-reviewed article:
Østern, T. P., Reppen, C., O’Connell, S., & Daneberg, M. (2025). Choreographer/researcher/teacher: Developing a/r/tography as an approach to dance pedagogy at Stockholm University of the Arts in a professional learning community of teachers. Nordic Journal of Art & Research, 14(2). https://doi.org/10.7577/ar.5460
This exposition explores my a/r/tographic design dive as course coordinator of the course "A/r/tography in theory and practice in higher education" (7.5 ects) at Stockholm University of the Arts.
The decision to create and offer this course arose from a large collaborative change project at the former Department for Dance Pedagogy. The project led to a revision of the BA in Dance Pedagogy into an a/r/tographic study program, emphasizing the entangled roles of choreographer, researcher, and teacher.
The course was developed to support professional development in a/r/tography for staff teaching across arts disciplines in higher education.
As course coordinator, I dove into the course design a/r/tographically.
Dance pedagogical practices in contemporary times: a new BA in Dance Pedagogy
(2025)
author(s): Camilla Reppen
published in: Research Catalogue
The Bachelors’s Programme in Dance Pedagogy at Stockholm University of the Arts, Sweden, have gone through a major restructuring leading to an updated program, on demand by students and staff.
This exposition gives you an overview of the process of changing the program during the years 2020 - 2023. It guides you through the phases of the change project, highlights documents governing and forming the changes made, and links to research that were conducted during the project period and that deepened the knowledge created through the change process.
Our first step was to listen into the field’s concerns and ideas about dance education today. We scanned the field for signals of change and created a collaborative map of dance pedagogical practices in contemporary times. From this map we derived design principles and scenarios for a new BA in Dance Pedagogy. After a workshop series with students of the department, it was decided that the new program should be based on the hybrid research methodology A/R/Tography. A new educational plan and course plans were created for the new BA. Courses corresponding to the positions as artist, researcher, and teacher of A/R/Tography were developed for the program, and dance genre specific courses were also created. All new courses of the program combines theory and practice, and students are prepared for a changing and complex work life combining artistic, teaching and researching practice.
This exposition is part of the peer-reviewed article: Østern, T. P., Reppen, C., O’Connell, S., & Daneberg, M. (2025). Choreographer/researcher/teacher: Developing a/r/tography as an approach to dance pedagogy at Stockholm University of the Arts in a professional learning community of teachers. Nordic Journal of Art & Research, 14(2). https://doi.org/10.7577/ar.5460
A/R/Tography in Practice, 5 ect, spring 2024
(last edited: 2025)
author(s): Guro Kristin Gjøsdal
This exposition is in progress and its share status is: visible to all.
Guro Kristin Gjøsdal, A/R/Tography in Theory and Practice in Higher Education - Stockholm University of the Arts 2023/2024.
A/R/Tographic ripples in the water in the development of the theatre production Blindsone (Blind Spot).
How can my positions as an artist, researcher, and teacher continue to be activated and motivate in the theatre production Blindsone through spring 2024?
Gjøsdal as an A/R/Tograph: Research dramaturg and pedagogue responsible for Norwegian Nynorsk as a scenic language in The Cultural Schoolbag-production Blindsone.
Produced by The Centre for Norwegian Language and Literature, The County of Møre & Romsdal, and The National Centre for Norwegian Nynorsk in Education, at Volda University College, and the performing artists Mine Nilay Yalcin, Samir Mahad and Jahanger Ali. The target group is upper secondary school.
Portfolio in process spring 2024.
A/R/Tography is a hybrid research methodology that emphasizes the three positions Artist (A), Researcher (R) and Teacher (T), and how these can be combined.
The concepts hybrid methodology means that A/R/Tography is both a way of doing research throug/with one's own arts teaching practice, and a way of teaching through an artistic and explorative approach.
A/R/Tography in Theory, 2.5 etc, autumn 2023: 1) Interview and Exposition. 2) Analyse my A/R/Tographic process.
(last edited: 2024)
author(s): Guro Kristin Gjøsdal
This exposition is in progress and its share status is: visible to all.
Guro Kristin Gjøsdal, A/R/Tography in Theory and Practice in Higher Education - Stockholm University of the Arts 2023/2024.
The exposition ripples around an interview with Christine Yanco Helland (OsloMet), which is exploring and articulating how she carry out her entangled practice as artist/researcher/teacher. The presentation uses relevant literature to think with.
Christine Yangco Helland is an educated drama teacher, director, and dramaturg, with a master’s degree in fine arts with specialisation in theatre from the University of Agder, Norway. Helland has a burning commitment to diversity and inclusion. In addition to working with professional productions, Helland is motivated by involving children and young people, non-professional, and marginalised groups.
The exhibition and the interview uses rhizomatic thinking. And so does my own work and production within the methodology and thematics.
A/R/Tography is a hybrid research methodology that emphasizes the three positions Artist (A), Researcher (R) and Teacher (T), and how these can be combined.
The concepts hybrid methodology means that A/R/Tography is both a way of doing research throug/with one's own arts teaching practice, and a way of teaching through an artistic and explorative approach.
This task was completed in autumn 2023.
How can you use art history as a tool to make art, a research with a/r/tography
(last edited: 2017)
author(s): pol taverne
This exposition is in progress and its share status is: visible to all.
Driven by my own fascination for Art- making and Art-history as an artist and a teacher I will explore how Art history can be used as a tool to make art. What are the necessary ingredients to be able to teach this, so that students can experience what for me is so logical but still intuitive? My own daily practice as an artist, a teacher and researcher will be the source and field of research. The research question will be the starting point from which this research will develop and expand as a rhizome. This is a dynamic process of enhanced insight obtained through constant reflection between these three domains.
For this research, I will use A/r/tography as a method of research. A/r/tography is interwoven in my research for it explicitly defines and combines the three domains of, Artist/Teacher/ Researcher and urges the researcher to embrace the chaos of this unorthodox way of collecting and analyzing data and to stay close to oneself. This way a métisage is formed in which answer and question exist simultaneously. By constant reflection and exposing the research to the work field and the contemporary literature, critique is assured and knowledge can be shared.
I will collect data by observing my own practice as an art teacher and by observing my own work process as an artist. For this, I will work as an apprentice with Rembrandt as my master. This method of learning is to be the stepping stone between Art history and the practice of art making. This research will result in a series of approximately twelve intaglio prints and an essay on my observations and insights interlaced with relevant findings in the literature on art education and a study into a/r/tography as a method of artistic education research.