Sensuous Learning for Practical Judgment in Professional Practice - Volume 1: Arts-based Methods

Contents

Notes on Contributors

List of Figures

List of Tables

Sensuous Learning Through Arts-Based Methods: An Introduction

References

Sensuous Learning: What It Is and Why It Matters in Addressing the Ineptitude in Professional Practice

Introduction

Ineptitude in Professional Practice: Professionalism Revisited

Practising Phronesis: A Critical Mode of Knowing and Sensemaking in Professional Practice

Cultivating Character

The Voice of Conscience

Reflexivity: Reconnecting Ways of Seeing, Being, and Becoming

Sensuous Learning: CQ and the GNOSIS 4R Framework

Professionals; Are You Realising Y-OUR Impact?

References

Using Music to Activate and Develop Leader Character

Introduction

Conceptual Framing

Leader Character and Sustained Excellence

Music Stimulates

Music and Character

ABM Through Music

Learning Arising from the Use of Music as an ABM

Discussion and Conclusions

Reflections

References

Using Choir Conducting to Improve Leadership Practice

Conceptual Framing

Analogically Mediated Inquiry

Embodied Performance

Data Collection and a Description of Choir Conducting Workshops

Process of Learning

Analogically Mediated Inquiry

Embodied Performance

Evidence of Impacts

Lessons Learnt

References

Using Choral Singing to Improve Employee Well-Being and Social Cohesion in the Norwegian Public Sector

Introduction

Conceptual Framing: Learning, Emotions and Choral Singing as an Arts-Based Method

Context and Content

The Process of Learning

Impacts

Lessons Learned

References

Using Body Sounds as a Coaching Tool to Promote Individual Growth in Brazil

Introduction

Arts-Based Methods, Coaching, and Leadership

Coaching and Leadership

ABM in Context—Body Sound Theory

The Case of Andrew—Using Body Sound Theory in Coaching

Andrew and the First Meeting

The “Contract”—First Meeting

Andrew—Second Meeting

Andrew—The Third Meeting

Andrew—The Fourth Meeting

Andrew—The Fifth Meeting

ABM Process of Fostering Learning—Using Body Sounds to Elicit Change

The Difference This ABM Made—Relationship Building Between Coach/Coachee

Reflections—Our Own Learning

Conclusion

References

Using Arts-Based Inquiry as a Way to Communicate Creatively in Uncovering the Future

Introduction

Conceptual Framing

The Power of Symbolising and Play

Sensuous Learning, Vulnerability and the Arts

Different Approaches to Inquiry

Arts-Based Inquiry

Content and Context

Developing Arts-Based Inquiry

The Course Creative Communication

The Different Steps in an Arts-Based Inquiry

Establishing Working Pairs and Outlining the Theme

Choosing a Symbol and Getting Started

Embodying and Speaking from the Symbol

Sharing and Reflecting on the Process

Process of Learning

Using Arts-Based Inquiry as an Integral Part of the Teaching

Evidence of Impacts

Case 1: Discovering Embodied Feelings and Senses

Images Providing Learners with New Perspectives

Scores After the Course Creative Communication

Reflections and Lessons Learned

References

Using Epic Poems and Creative Drama to Develop Realistic Optimism Among Undergraduate Students in Greece

Epic Poems and Creative Drama as Learning Spaces for Developing Realistic Optimism

Epic Poetry

Time

Totality and Multiplicity

Creative Drama

The Context

Designing the Content

Objectives

Pre-Training Educational Methods

Creative Drama Session

The Process of Learning

Setting the Stage for the Drama to Take Place: Lessons from Odyssey

The Play Session

Exploring the Play and Linking It to Real Life

Some Evidence: The Impact of Odyssey and Creative Drama on Realistic Optimism

Lessons Learned

References

Using “The Staged Cocktail Party” to Improve Leaders’ Social Interaction in the Norwegian Military

Introduction

Conceptual Framing

Theatre

Drama

Play

Playing for Mentalisation

Context and Content

The Staged Cocktail Party

Process of Learning

Step 1: Warming Up—Getting the Role

Step 2: The Activity—Playing the Role

Step 3: Reflection—Stepping Out of the Role

The First Level of Reflection

The Second Level of Reflection

The Third Level of Reflection

Impacts

Human Interaction

Emotional Reactions

Leaders’ Mentalisation

Lessons Learned

Closing Comments

References

Learning from Arts: Using Abstract Painting to Discover New Understandings and Approaches That Are Relevant for Both Personal Development and Consulting Practice

Introduction

Learning from Within

Initiating and Developing Artistic Inquiry

From Visual Journaling to Painting

Reimagining Dancer and Shadow

Integration of Art and Inquiry

Learning Through Art: A Process of Being and Becoming

Emergence of a Painter

An Arts-Based Approach to Reflexive Learning

Artistic Dwelling

Growth-in-Connection: Creative Confrontation

The Impact of an Arts-Based Inquiry on My Professional Practice

Lessons Learned

References

Using Arts-Based Methods to Explore Learning in an Individual with Systemizing Bias

Introduction

Discovering a Method for Systemizers

The Challenge of First-Person Inquiry

The Value of Examining Other People’s Art Work

The Challenge of Making Art Myself

The Challenge of Using Art with Others

Summary and Conclusions

References

Conclusion—Arts-Based Methods for Sensuous Learning: Questions and Quality

Sensuousness as a Choice for Engagement

Facilitator Skill

Energy

Divergence of Outcomes

Quality

References

Index