Capturing the Imagination
Arts-Informed Inquiry as a Method in Program Evaluation
DOI:
https://doi.org/10.3138/cjpe.258Keywords:
arts-informed inquiry, educational evaluations, program evaluation, qualitative inquiryAbstract
Qualitative approaches in evaluation continue to expand, and this article focuses on the potential for the Arts to contribute to innovation in evaluation. Arts-informed inquiry is an approach that works within, augments, and extends traditional forms of qualitative approaches. This study documents an educational program evaluation that intentionally plans for, uses, and reflects upon arts-informed inquiry. Three considerations found central to arts-informed inquiry are presented: (a) working with layers of context, (b) enhancing access and engagement, and (c) supporting differentiated communication. Arts-informed inquiry emerged as a purposeful methodology that enhances the processes and forms of representation within the field of evaluation.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 Michelle J. Searle, Lyn M. Shulha
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors contributing to The Canadian Journal of Program Evaluation agree to release their articles under the Creative Commons Attribution-Noncommercial 4.0 (CC-BY-NC) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.
Authors retain copyright of their work and grant the journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
