From Shadow: una investigación de diseño dirigida por la práctica sobre la ansiedad académica
DOI:
https://doi.org/10.29147/dat.v6i1.345Palabras clave:
Diseño, Practice-led, Investigación dirigida por la práctica, From ShadowsResumen
This research utilises auto ethnographic and phenomenological research methods to investigate, design and illustrate the ways that academic anxiety manifests in the human experience. Where the journal is used to distil a subjective account into lucid themes that provides form and character to something as complex and multifaceted as Anxiety caused by academic stress in a year of COVID-19. A question posited at the centre of this research is to discover, how might collage illustration techniques in the form of thematic cards, might be able to communicate, reflect and provoke an emotional resonance and self-awareness regarding the protean nature of anxiety. From Shadows is the resultant design artifact produced from this research.
Traducción al portugués: Marcos Mortensen Steagall.
Descargas
Citas
ALPERT, R.; HABER, R. Anxiety in academic achievement situations. In: The Journal of abnormal and social psychology, v. 61, n. 2, p. 207-215, 1960.
BUTLER-KISBER, L. Collage as Inquiry. Handbook of the Arts. In: BUTLER-KISBER, L. Qualitative Research: Perspectives, Methodologies, Examples, and Issues. Newbury Park: Sage Publishing, p. 265- 277. 2008. https://dx.doi.org/10.4135/9781526435408.n7
DENZIN, N. K., & Lincoln, Y. S. The landscape of qualitative research. Newbury Park: Sage Publishing, 2008.
ELLIS, C., ADAMS, T. E., & BOCHNER, A. P. Autoethnography: An Overview. Historical Social Research/ Historische Sozialforschung, p.273-290, 2011.
GILL, N. S. 4 Symbols of the Greek Goddess Athena. ThoughtCo, 2018.
HEIDEGGER, M. Basic writings: from Being and time (1927) to The task of thinking (1964). Philpapers, 1977. Disponível em <https://philpapers.org/rec/HEIBWF>. Acesso em: 20 dez 2020.
HEMBREE, R. The nature, effects, and relief of mathematics anxiety. In: Journal for research in mathematics education, v. 21, n. 1, p. 33-46, 1990.
HOODA, M.; SAINI, A. Academic anxiety: an overview. Educational Quest, v. 8, n. 3, p. 807-810, 2017. DOI:10.5958/2230-7311.2017.00139.8
HOFER, G. Tarot cards: an investigation of their benefit as a tool for self reflection. 2009. 102f. Dissertação (Mestrado em Artes). University of Victoria, Victoria, 2009.
HOFFMAN, R. What does a statue truly symbolize? Chron, 2017. Disponível em: < https://www.chron.com/neighborhood/cleveland/opinion/article/What does-a-statue-truly-symbolize-12042452.php>. Acesso em: 20 dez 2020.
IGWENAGU, C. Fundamentals of research methodology and data collection. LAP - Lambert Academic Publishing, 2016. INGS, W. Managing heuristics as a method of inquiry in autobiographical graphic design theses. In: International Journal of Art & Design Education, v. 30, n. 2, p. 226-241, 2011.
IRWIN, R. Curating the aesthetics of curriculum/leadership or caring for how we perceive running/guiding the course. University of British Columbia: The Department of Curriculum Studies, Artful Salon, 2003.
KIERKEGAARD, S. The Essential Kierkegaard. Princeton University Press, 2000.
KORSTJENS, Irene; MOSER, Albine. Practical guidance to qualitative research. Part 2: Context, research questions and designs. European Journal of General Practice, v. 23, n. 1, p. 274-279, 2017.
MORTENSEN STEAGALL, M., & Ings, W. Practice-led doctoral research and the nature of immersive methods. In: DAT Journal, 2018, 3(2), 392-423. https://doi.org/10.29147/dat.v3i2.98
MORTENSEN STEAGALL, M. The Process of Immersive Photography: Beyond the Cognitive and the Physical. 2018, 228f. Tese (Doutorado em Artes e Design). Auckland Univeristy of Technology, Auckland, 2018.
MOSS, D. Anxiety disorders. In: D. Moss; A. McGrady, & T. Davies (eds.) Handbook of mind-body medicine for primary care. Newbury Park: SAGE Publications, 2003, p.359-376. DOI: 10.4135/9781452232607.n26
ORR, G. Poetry as Survival: poets on their art and craft. Athens: University of Georgia Press, 2002.
SWIFT, P. et al. Living with anxiety: Understanding the role and impact of anxiety in our lives. In: Mental Health Awareness Week, 2014. Disponível em: https://www.mentalhealth.org.uk/sites/default/files/living-with-anxiety-report.pdf. Acesso em: 20 dez 2020.
QUINN PATTON, M. Qualitative research and evaluation methods. Newbury Park: SAGE Publishing, 1980.
RICHARDSON, L.; ST PIERRE, E. Writing: a method of inquiry. In: DENZIN, N. K.; LINCOLN, Y. S. (eds.). Collecting and Interpreting Qualitative Materials. Newbury Park: SAGE Publishing, 1998, p. 473-499.
STEIMER, T. The biology of fear- and anxiety-related behaviors. In: Dialogues in clinical neuroscience. v. 4, n. 3, p. 231-249, 2002. DOI:10.31887/DCNS.2002.4.3/tsteimer
TROCHIM, W. M.; DONNELLY. Research Methods: The Essential Knowledge Base. Boston: Cengage Learning, 2016.
VOELKER, R. Academic Anxiety. JAMA, v. 284, n. 12, p. 1506-1506, 2000.
WILSON, E. R. The greatest empire: a life of Seneca. New York: Oxford University Press, 2014.
WYNNE, M. The Meaning of the Snake or Serpent as a Christian Symbol in the Bible. Synonym, 2018. Disponível em: <https://classroom.synonym.com/ meaning-snake-serpent-christian-symbol-bible-5567.html>. Acesso em: 20 dez 2020.
