Experiencing Qualitative Research: Looking to the Aesthetic of Wabi-Sabi
Statement: What constitutes the experience of qualitative research? This phenomenological question
guides this session and a theoretical inquiry into some of the issues particular to and inherent in
qualitative research. Qualitative research is a methodology used by many art educators as a way to
understand a broad range of practices and questions that focus on „understanding‟ rather than
generalizability, or the replication of a practice (Butler-Kisber, 2010; Denzin & Lincoln, 2013). Within
and across the phases of research, many tensions exist for a researcher to resolve (i.e. objectivitysubjectivity). The link between aesthetics and conducting qualitative research with the aim of empathic
understanding suggests that sustained looking and viewing research tensions as inter-dependent rather
than oppositional is important for researchers (Bresler, 2006).
This presentation links aesthetics to the qualitative research experience by drawing attention to an
aesthetic-related tension of “messy-tidy” relative to qualitative research, and how it guides the
unfolding and crafting of research. Along these lines, the Japanese aesthetic tradition of wabi-sabi
(Juniper, 2003; Sartwell, 2006) informs understanding of the tension of „messy-tidy‟ and the interrelated qualities of imperfection, incompleteness, and impermanence (Juniper, 2003). Aestheticfocused practices (Janesick, 2015) are explored to assist researchers to develop intuitive and flexible
noticing and an open-ness to embracing tensions within research.
Organization: What constitutes the experience of qualitative research? How does the aestheticrelated tension of „messy-tidy‟ guide the unfolding and crafting of qualitative research?
How do the qualities of imperfection, incompleteness and impermanence exist in the experience of
qualitative research? How can aesthetic-focused practices assist qualitative researchers?
Relevance: This topic of the experience of research is relevant to any researcher at any level of
practice.
Impact: This presentation promotes reflective thinking about qualitative research experience, allows
for dialogue between participants, and presents strategies for researchers to observe their research
practice.
References
Bresler, L. (2006). Toward connectedness: Aesthetically based research. Studies in Art Education,
48(1), 52–69. Butler-Kisber, L. (2010). Qualitative inquiry: Thematic, narrative, and arts-informed
perspectives. London: Sage. Denzin, N. & Lincoln, Y. S. (2013). Landscape of qualitative research
(Eds.). (4th Ed.). Thousand Oaks, CA: Sage. Janesick V. J. (2015), Contemplative qualitative inquiry:
Practicing the Zen of research. Walnut Creek, CA: Left Coast Press. Juniper, A. (2003), Wabi-sabi: The
Japanese art of impermanence. Toyko: Tuttle. Sartwell, C. (2006). Six names of beauty. New York:
Routledge.
Higher Education
This presentation explores an aesthetic framework for understanding the tension of „messy-tidy‟ within
qualitative research and how aesthetic-focused practices can assist researchers in becoming more
acute observers.
Art/ED Talk; 50 minutes