| Title: |
Where Science Meets Stage: Embracing Art in the Practice of Research |
| Language: |
English |
| Authors: |
Sydney Wells |
| Source: |
in education. 2026 31(1):9-19. |
| Availability: |
University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://journals.uregina.ca/ineducation/index |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Descriptors: |
Art Education; Neurodevelopmental Disorders; Autobiographies; Psychological Patterns; Self Expression; LGBTQ People; Sense of Community; Attention Deficit Hyperactivity Disorder; Theater Arts; Listening; Story Telling |
| DOI: |
10.37119/ojs2026.v31i1.936 |
| ISSN: |
1927-6117 |
| Abstract: |
This reflective paper explores my experience participating in the "Blackout" project and how it brought together two parts of myself that I had long understood as separate: my creative identity and my scientific training. Drawing on personal reflection, research literature, and my role within the project, I share three interconnected learnings that emerged: how expressive art can help process emotions and experiences, how art can function as a meaningful tool for communication and learning, and how creating together can cultivate a sense of community. Grounded in my research interests in ADHD and neuroqueer youth, I reflect on how research-informed theatre can translate lived experiences into emotional and embodied understanding. Being part of "Blackout" has influenced how I see scholarship, therapy, and community work, reinforcing the power of art, listening, and youth storytelling. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1499768 |
| Database: |
ERIC |