Airea: Arts and Interdisciplinary Research

Writing has always been one step in the future. From emojis to slang to song, writing has momentum, and it is up to us - as artists, researchers and educators - to find ways of moving with it. In the light of emerging concerns about technology’s cultural impact, and the changing relevance of traditional writing techniques, how might our practices and pedagogies adapt to this shifting interdisciplinarity? What might this look like in contexts where writing exists alongside other forms of artistic communication, such as classrooms, institutions and interdisciplinary practices? How do preexisting notions of art and writing change as technologies and platforms demand new forms of engagement? For educators, how does the protean nature of writing influence our conception of originality? How might this impact our approach to core scholarly techniques, such as citing sources, designing syllabi, and producing research? How (and why) do we engage creative arts students in practice-based streams that develop writing skills?  

In this special issue, we explore expanded practices of research and writing in the creative arts. While we have a strong emphasis on creative arts education in foundational, interdisciplinary and practice-based courses, we wish to platform viewpoints from outside of education: arts researchers and creative practitioners who are interested in the mutable interdisciplinary relationships between art, technology and writing. How can we work and adapt with it as artists, researchers and educators, while inviting students, institutions and audiences to do the same?  

Possible approaches could include (but are not limited to):  

• The ways in which writing is integrated into other forms of creative practice  

• Writing as somatic, experimental, or creative practice  

• The role of writing in the studio, arts practice, and cultural institutions  

• Writing as interdisciplinary practice in the classroom  

• Expanded and/or updated concepts of writing in arts research and education contexts  

• Learning about writing from other forms of narrative-making, particularly those in the creative arts  

• Arts practices that de-center traditional notions of “writing”  

• Writing and AI (particularly ChatGPT and other LLM’s)  

• Pedagogical techniques and/or assignments designed to challenge or expand traditional notions of writing  

To be considered for this issue, please submit an abstract of 300 words along with author name(s), institutional affiliations, and contact details by 04 November 2024.    

Submission instructions:   

Register on http://journals.ed.ac.uk/airea and submit abstracts via the Open Journal System (OJS)   
Journal policies: http://journals.ed.ac.uk/airea/about/policies    

Editorial information:    

Guest editors:   

Dr Molly-Claire Gillett, School of Geography, Archaeology and Irish Studies, University of Galway 

Dr Sandra Huber, Faculty of Fine Arts, Concordia University

Airea editors:

Dr Eleni-Ira Panourgia, Postdoctoral Research Fellow, Film University Babelsberg Konrad Wolf

Dr Katerina Talianni, Teaching Fellow in Performative and Digital Arts, University of the Peloponnese

Dr Jack Walker, PhD in Creative Music Practice, University of Edinburgh

This special issue is a follow up to a conference hosted by Dr. Sandra Huber and Dr. Molly-Claire Gillett at Concordia University’s 4th Space on March 25, 2024, which explored writing in creative arts pedagogy in the postsecondary context. You can find out more about the “Expanded Practices” symposium on the 4th Space website: https://www.concordia.ca/cuevents/offices/provost/fourth-space/programming/2024/03/26/expanded-practices.html?c=/next-gen/4th-space/programming 

For general enquiries about the call please contact Dr. Sandra Huber (sandra.huber@concordia.ca). 

This call for papers was published on 02 September 2024