On this episode, Katie is joined by Dr. Gail Crimmins, who initially trained as a performer and worked as a performer, director and casting director in theatre, television and film in the UK for almost 10 years.  She subsequently taught Drama and Performance at universities and conservatoires before moving to Australia in 2008. Gail undertook her PhD study (an arts-informed narrative inquiry into the lived experience of women casual academics) alongside part-time teaching and fully committed mothering. She currently works as a Lecturer of Communication, coordinates a series of Communication Programs, and is the First Year Experience Lead for the School of Communication and Creative Industries, at the University of the Sunshine Coast in Queensland, Australia.  She undertakes arts-informed, narrative and auto-ethnographic research, predominantly though not exclusively, exploring the lived experience of women academics. Gail is a feminist researcher who seeks to illuminate the impacts of patriarchal structures on women’s lives and explore ways for women’s stories and voices to be heard.

Segment 1: Arts-informed Research [00:00-16:38]

In this first segment, Gail shares about how she got started with arts-informed research.

In this segment, the following resources are mentioned:

• Cahnmann, M. (2006). Reading, living, and writing bilingual poetry as scholARTistry in the language arts classroom. Language Arts, 83(4), 342.
• Cole, A. L., & Knowles, G. J. (2008). Arts-informed research. In G. J. Knowles & A. L. Cole (Eds.) Handbook of the Arts in Qualitative Research. Perspectives methodologies, examples and issues (pp. 55-70). Los Angeles: Sage Publications.
• Nielsen, L. (2000). Academy performances, academy rewards. Teacher Education Quarterly, 27(2), 163-170.
• Nielsen, L. (2002). Learning from the liminal: Fiction as knowledge. Alberta Journal of Education Research 48(3), 206-214.
• Sikes, P. & Gale, K. (2006). Narrative Approaches to Education Research. Plymouth: University of Plymouth.

Segment 2: Examples of Arts-informed Research [16:39-37:37]

In segment two, Gail offers examples of her own work with arts-informed research.

In this segment, the following resources are mentioned:

• Books:
  • Cole, A. L., & Knowles, G. J. (2008). Arts-informed research. In G. J. Knowles & A. L. Cole (Eds.) Handbook of the Arts in Qualitative Research. Perspectives methodologies, examples and issues (pp. 55-70). Los Angeles: Sage Publications.
  • Gee, J. P. (1990). Social linguistics and literacies (1st ed.). London, UK: Falmer Press.
  • Gee, J. P. (2005). An introduction to discourse analysis theory and method (2nd ed.). London: Routledge.

•  Articles:
  • Ewing, R., & Hughes, J. (2008). Arts-informed inquiry in teacher education: contesting the myths. European Education Research Journal, 7(4), 512–522. Retrieved from http://dx.doi.org/10.2304/eerj.2008.7.4.512
  • Gee, J. P. (1985). The narrativization of experience in the oral style. Journal of Education, 167(1): 9-35.
  • Gee, J. P. (1991). A linguistic approach to narrative. Journal of Narrative and Life History 1(1):15-39.
  • MacLure, M. (2013). The wonder of data. Cultural Studies ↔ Critical Methodologies, 13(4), 228–232.
  • Ringrose, J. & Renold, E. (2014). ‘F**K Rape!’: Exploring affective intensities in a feminist research assemblage. Qualitative Inquiry 20 (6): 772–780.
  • Sikes, P. & Gale, K. (2006). Narrative Approaches to Education Research. Plymouth: University of Plymouth.

• Resources authored by Dr. Gail Crimmins:
  • Crimmins, G. (2018). Theatricalising narrative research on women casual academics. Palgrave studies in gender and education. Basingstoke, UK: Palgrave
  • Crimmins, G. (2017). An emotional, physical and humanistic response to performed data. TEXT Special Issue, 38, 1-13. Retrieved from                                                                                  http://www.textjournal.com.au/speciss/issue38/Crimmins.pdf
  • Crimmins, G. (2017). How an audience of scholars’ evaluated arts informed communication and verbatim theatre as media through which to communicate academic research. Applied Theatre Research.

• Connect with Dr. Gail Crimmins: GCrimmin@usc.edu.au

Bonus Clip #1 [00:00-04:21]: Benefits of Arts-informed Research

In this bonus clip, the following resource is mentioned:

• Carrigan, M. (2017, May 8). An interview with Patricia Leavy about research design in contemporary times. The Socialogical Imagination. Retrieved from http://sociologicalimagination.org/archives/19315

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Kris Shaffer, Ph.D., a data scientist with a background in computational musicology. Kris currently works as an Instructional Technology Specialist and Adjunct Instructor of Computer Science at the University of Mary Washington. He also does freelance work in web and social-media intelligence, and serves as a volunteer researcher for Data for Democracy. He is a Contributing Editor and Board member for Hybrid Pedagogy and the lead author and editor of Open Music Theory: an open-source, interactive textbook for undergraduate music theory courses.

You can find him on the web at pushpullfork.com and github.com/kshaffer.

Would you like to incorporate this episode of “Research in Action” into your course? Download the Episode 105 Instructor Guide (.pdf) or visit our Podcast Instructor Guides page to find additional information.

Segment 1: Computational Musicology [00:00-10:42]

In this first segment, Kris discusses his background in computational musicology.

In this segment, the following resources are mentioned:

• Hybrid Pedagogy
• Open Music Theory
• Composer György Ligeti
• Million Song Dataset

Segment 2: Open-source Software Development [10:43-20:50]

In segment two, Kris shares about his motivations for creating open-source software.

In this segment, the following resources are mentioned:

• Shaffer, K. (2013, May 23). Open-source scholarship. Retrieved from https://hybridpedagogy.org/open-source-scholarship/
• Mozilla
• Android
• Find Dr. Shaffer on GitHub: github.com/kshaffer
• Domain of One’s Own and the University of Mary Washington
  • For more on the Domain of One’s Own, check out RIA # 99: Dr. Jesse Stommel on Founding a Journal 
• Data for Democracy
• GitHub

Segment 3: New Research Directions [20:51-33:30]

In segment three, Kris shares about his most recent work on hate speech.

In this segment, the following resources are mentioned:

• Data for Democracy

Bonus Clip #1 [00:00-4:41]: The Relationship Between Mathematics and Music

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Valerie Clayman Pye, an Assistant Professor of Theatre in the School of Performing Arts at LIU Post, where she teaches acting and voice and speech. She holds a PhD in Performance Practice, Drama and an MFA in Staging Shakespeare from the University of Exeter, where she worked with Shakespeare’s Globe and the Royal Shakespeare Company. Valerie’s research focuses on actor training pedagogy, facilitating performances of heightened text, and on practice-as-research (PaR). She writes about the intersection between text and performance and on the dynamics of performance at Shakespeare’s Globe. Her article, “Shakespeare’s Globe: theatre architecture and the performance of authenticity” was recently named one of the most-read articles in the journal Shakespeare in the last three years. She also holds an MFA in Acting from Brooklyn College. Valerie is a professional actor and director whose work has reached audiences in over twenty countries. As a voice and speech coach, Valerie has worked in theatre, film, and television coaching Academy, BAFTA, Emmy, and Golden Globe Award nominees. Her book, Unearthing Shakespeare: Embodied Performance and the Globe, was released by Routledge in January 2017.

Show Notes

Would you like to incorporate this episode of “Research in Action” into your course? Download the Episode 77 Instructor Guide (.pdf) or visit our Podcast Instructor Guides page to find additional information.

Segment 1: Practice-as-Research [00:00-16:40]

In this first segment, Valerie describes the methodology practice-as-research.

In this segment, the following resources are mentioned:

• Pye, V. C. (2014). Shakespeare’s Globe: Theatre architecture and the performance of authenticity. Shakespeare, 10(4), 411-427.
• Pye, V. C. (2017). Unearthing Shakespeare: Embodied performance and the globe. New York: Routledge.

• Konstantin Stanislavski

Segment 2: Engaging in Rigorous Practice-as-Research [16:41-34:13]

In segment two, Valerie shares how researchers using practice-as-research ensure rigor.

In this segment, the following resources are mentioned:

• Studies in Theatre and Performance
• Theatre Topics
• Theatre Survey
• Performance Research
• For more on journaling, listeners may want to refer back to these resources:
  • RIA # 10: Dr. Dannelle Stevens on Journaling Best Practices
  • Stevens, D. D., & Cooper, J. E. (2009). Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change. Sterling, VA: Stylus Publishing
• Nelson, R.(2006). Practice as research and the problem of knowledge. Performance Research 11(4), 105-116.
• Nelson, R. (and Ed.). (2013). Practice as research in the arts: Principles, protocols, pedagogies, resistances. Hampshire, UK: Palgrave Macmillan
• Freeman, J. (2010). Blood, sweat & theory: Research through practice in performance. UK: Libri Publishing.
• Practice as Research in Performance (PARIP)

Bonus Clip #1 [00:00-3:39]: An Example of Practice-as-Research

Bonus Clip #2 [00:00-02:29]: Valerie Defines the World Reflexive for Her Research

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.