Abstract
Thomas provides an account of the qualitative methodology used in her longitudinal study to interpret creativity as a function of misrecognition. She stresses the importance of applying the methodology dispassionately in search of evidence of creative agency with a valid account of social reasoning within creative practice in the senior art classroom. Detailing the context of the study including its design and characterising the elite respondent and the art class, she goes on to identify methods used including unstructured and structured interviews, prolonged observations, semantic and domain analysis, and visual anthropological methods. Presenting selected findings, she then explains her approach to developing the grounded narratives as a vicarious experience of life in the art classroom, as characterised in Chap. 5.
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Thomas, K. (2019). The Study of Creative Practice in the Particularities of the Art Classroom. In: The Paradox of Creativity in Art Education. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-21366-4_4
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