Reflections and alterations on the initial research proposal (part of Research 5)

The initial research proposal, my tutor’s annotations to it and the tutor report report for Research 1 are here:

Revisiting these after more than two years point to a series of continuities:

a. the question of voice (and the balance between a reflective, narrative one vis-a-vis an authoritative academic one) was already raised: how of tighten and how to make more authorial my argument. I valued these discussion as much as they clarified to me why I left an academic appointment to seek a creative arts setting, this being an academic degree qualification of course didn’t make the engagement obsolete but it helped sharpen and hone the kinds of voice and registers that I was seeking with my research and practice enquiries and engagements.

b. the suggestion of a glossary arised early on (partly in response to a) and enabled the long and rather fruitful path of how to create objects for Research, of how to conduct PaR and what kind of artistic ‘objects’ I am interested in.

c. from the start I took the critical reflection between BoW and Research serious and frequently returned to these. I feel this is a part where I successfully drew on my existing research experience as well as a rather well-defined artistic practice to be able to move between process and objects and to help develop these as strands with both Research and BoW holding objects and processes accordingly.

The research questions necessarily narrowed: there were no workshops, there were less and less 1:1 enquiries (even though I had found a way of how these could be made fruitful for drawing/contact). This was to a good part due to the pandemic and contact restrictions. And while I experimented with a series of participatory processes (a DIY zine for the staircase site; a series of viewing device instructions posted out), these towards the end call themselves ‘Instructions to touch’ yet are surreal, time-based portraits and narratives rather than engagement. However, with the question of engagement being at the heart of not just SYP but also how I conceive of this work, I look forward to moving this towards processes that involve others, closer and at a distance. The review of other artists’ practice was also less of a feature than initially planned and the work became very strongly one of a process-enquiry of my own practice, of the objects emerging and developing within this and this practice-as-research would yield insight and learning to fold onwards.

With the decision to actively conduct research in this enquiry, the creative writing as theory fiction as auto fiction, retreated somewhat in order to make space for methodology and findings. The case studies became research material, sited outside the text and along with other objects became part of the satellite objects, the appendices that surround a 5000 words academic text in the field of creative arts.

The initial proposal, a few months into the project, draws on earlier work and the development of this, it also features a series of academic practices (conference talks, academic papers, powerpoint presentations as well as diagrams). I wondered at that stage not only what would be considered new work but also the extent to which this academic practice should be part of BoW. Eventually, none of this become part of the portfolio, neither of BoW nor Research. For the latter, I over the course of the module developed a research practice which is firmly located within the creative arts and articulates as PaR, that this is building on an social science research career is not hidden but it is also a distinct development on from this. It is possibly this which I consider the most important learning from Research.

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