{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10613/25264"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10613/25264","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"Big sky, deep roots : an aesthetic way of knowing the prairie landscape and the implications for conservation education","abstract":"Through an inter-play between practicing prairie artists, their aesthetic way-of-knowing landscapes they inhabit, and the artwork they produce as a result, this research explored how an aesthetic pedagogic approach might enhance conservation education for a perishing prairie grassland. This was accomplished within ethno- and auto-ethnographical methods using phenomenological and arts-based approaches to capture a day-in-the-life of five artists and personal journal entries. A combination of narratives derived from semi-structured interviews, in-process and finished artwork and fieldnotes rounded out this body of research data. Purposefully, A/R/Tographic ideologies were embedded in the auto-ethnographical portion to investigate how my own Artist/Researcher/Teacher experiences have influenced my art- and meaning-making. From this analysis, it became evident that perhaps the artist’s stories and their art-making generate a more aesthetic pedagogical possibility for environmental education and communication.","abstract_html":"Through an inter-play between practicing prairie artists, their aesthetic way-of-knowing landscapes they inhabit, and the artwork they produce as a result, this research explored how an aesthetic pedagogic approach might enhance conservation education for a perishing prairie grassland. This was accomplished within ethno- and auto-ethnographical methods using phenomenological and arts-based approaches to capture a day-in-the-life of five artists and personal journal entries. A combination of narratives derived from semi-structured interviews, in-process and finished artwork and fieldnotes rounded out this body of research data. Purposefully, A/R/Tographic ideologies were embedded in the auto-ethnographical portion to investigate how my own Artist/Researcher/Teacher experiences have influenced my art- and meaning-making. From this analysis, it became evident that perhaps the artist’s stories and their art-making generate a more aesthetic pedagogical possibility for environmental education and communication.","abstract_has_math":false,"creators":["Deaville, Rhonda"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Leighton, Hilary"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-27","date_published":"2022-01-27","updated_at":"2026-08-21T22:21:56Z","subjects":["A/R/Tography","aesthetics","arts-based research","conservation education","ethnography","prairie landscape artists"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://dx.doi.org/10.25316/IR-17074"],"render_values":[{"text":"http://dx.doi.org/10.25316/IR-17074","href":"http://dx.doi.org/10.25316/IR-17074","code":true}]}]},"links":{"outbound_url":"https://viurrspace.ca/handle/10613/25264","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://www.viurrspace.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Anull%3A10613%2F25264","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Leighton, Hilary"]},{"key":"dc:creator","label":"Author","values":["Deaville, Rhonda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-01-27T20:03:18Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-01-27T20:03:18Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-01-27"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["A/R/Tography","aesthetics","arts-based research","conservation education","ethnography","prairie landscape artists"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://viurrspace.ca/handle/10613/25264","http://dx.doi.org/10.25316/IR-17074"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Through an inter-play between practicing prairie artists, their aesthetic way-of-knowing landscapes they inhabit, and the artwork they produce as a result, this research explored how an aesthetic pedagogic approach might enhance conservation education for a perishing prairie grassland. 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