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Ethical filming and editing: a multifaceted challenge in research work
Dalarna University, School of Humanities and Media Studies, Art Education.
2014 (English)In: 34th World Congress of the International Society for Education through Art (InSEA ) 7-11 July 2014, Melbourne Cricket Ground, Victoria Australia Diversity through Art: Change, Continuity, Context: Abstracts Oral Presentations, 2014, 93-93 p.Conference paper, Abstract (Other academic)
Abstract [en]

This presentation focuses on the methodological and reflective aspects of video documentation. There will be two approaches: The first approach is a discussion of "video documentation as a method". The second approach is to make comments on "video as a tool for the reflective practitioner".  The main focus is questions about ethics in the use of video documentation in research – both with regard to technical issues and different aspects of editing. Results from two studies will be used. In the first video material itself is examined as an object. In the second the circumstances around video documentation in school contexts are discussed. The method used in the second study, collaborative visual method, stems in some parts directly from the first study.

      This paper examines different questions such as; which aspects of video documentation could be of special interest to video documenters and which aspects of video documentation could be of interest to the reflective practitioner? To know more about this, one aim was to examine which details in edited parts of a video might be of specific significance for me as a researcher. The presentation will include a discussion of how audio as well as visual influences might strengthen, change or even blur the reflection work. A video recording of 1 hour 24 minutes was used - edited out of material from five days together with art education research colleagues in collaborative work. The colleagues were aware of my filming, knowing it as a part of a reflective documentation. I have examined the video material and experiences from an ethnographic approach - where the use of visual material combined with a multimodal view of the human being forms the platform. Previous experiences from visual literacy studies, education and design theory are also taken into consideration. 

       Several points of interest are identifiable in the results. While using the video camera the researcher should be reminded of not becoming too connected to the lens – instead show a respectful way with long real-time scopes (a term used when the filmmaker  is recording long events without interruption and if possible keep the sequences in their full length to give the viewer an honest picture of what occurred) and in trying to avoid cutting people´s talk. The researcher should also consider that the avoiding of faces during certain scenes can actually promote intimate visual effects – such as showing pieces and parts of filmed persons or scenery (feet, hands, art work movements, techniques…). A third aspect is to be aware of the sound-memory that stills cut out of videos can bring. The last thing, but not the least, to take into consideration is the development of attitudes concerning ethical aspects. These studies show that if we use material in order to make individual or collective reflections there has to be an agreement from both the “actors” and the “audience”. 

     In the presentation I will also make connections to an example of a collaborative visual method, set in a school context (a two year school research project focusing on art/maths work). The challenge here was to use a video camera as a tool to explore how art education implemented in math lessons could develop teachers discussions about assessment. This raised unexpected issues related to ethical barriers. In some schools there were immigrant children with protected identity. Other classes had students with neurological diagnoses. The parents of these children were hesitant with regard to letting their children be filmed. How could we as researchers handle this? The ethic council at our university was doubtful about the use of video at all while observing children in school context. Is this attitude similar in other countries, other university councils? We live in a society where the use and presence of digital resources is increasing, but authorities views here might raise limitations to the use of video as a visual research method. The task, from my opinion, must be to learn how to handle this, not to avoid it. Both studies give an insight into information that can be used to increase this ability.

       Summing up: while writing about the experienced studies several specific concepts have been exposed. These will be raised in the end of the session, as a challenge of further developing within this field; "Innovative visual practice", "Ethical filming" and "Ethical editing".

Place, publisher, year, edition, pages
2014. 93-93 p.
National Category
Humanities
Research subject
Intercultural Studies
Identifiers
URN: urn:nbn:se:du-14423OAI: oai:DiVA.org:du-14423DiVA: diva2:727048
Conference
34th World Congress of the International Society for Education through Art,Theme: Diversity through Art – Change, Continuity, Context. Melbourne, Australien. July 7-11, 2014.
Available from: 2014-06-19 Created: 2014-06-19 Last updated: 2016-04-01Bibliographically approved

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