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A Brush with Research: Teaching Grounded Theory in the Art and Design Classroom

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Title: A Brush with Research: Teaching Grounded Theory in the Art and Design Classroom
Language: English
Authors: Compton, Mike, Barrett, Sean
Source: Universal Journal of Educational Research. 2016 4(2):335-348.
Availability: Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2016
Document Type: Journal Articles
Information Analyses
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Grounded Theory, Art Education, Social Science Research, College Students, College Instruction, Social Theories, Interdisciplinary Approach, Teaching Methods
ISSN: 2332-3205
Abstract: Grounded Theory is a systematic approach to social research that allows for new concepts and theories to emerge from gathered data, as opposed to relying on either established theory or personal conjecture to interpret social processes. Although Grounded Theory is a well-known method within social science literature, it is relatively unknown in art and design literature, even though it is useful for developing social context and human empathy. In recent years, the model has gained relative credibility in many other disciplines, offering potential advantages for interdisciplinary scenarios. This paper provides a detailed review of Grounded Theory from an educational perspective, and then concludes with some proposed pedagogical methods for art and design based practices.
Abstractor: As Provided
Number of References: 79
Entry Date: 2016
Accession Number: EJ1089674
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Grounded Theory is a systematic approach to social research that allows for new concepts and theories to emerge from gathered data, as opposed to relying on either established theory or personal conjecture to interpret social processes. Although Grounded Theory is a well-known method within social science literature, it is relatively unknown in art and design literature, even though it is useful for developing social context and human empathy. In recent years, the model has gained relative credibility in many other disciplines, offering potential advantages for interdisciplinary scenarios. This paper provides a detailed review of Grounded Theory from an educational perspective, and then concludes with some proposed pedagogical methods for art and design based practices.
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