Women’s Walking Tours and Romantic Wilderness

2021 ◽  
Vol 52 (3) ◽  
pp. 342-357
Author(s):  
Kerri Andrews
Keyword(s):  
Walking Tours

Ethical concerns around inner city walking tours

2018 ◽  
Vol 39 (9) ◽  
pp. 1293-1299 ◽  
Author(s):  
Julia Kathryn Giddy ◽  
Gijsbert Hoogendoorn
Keyword(s):  
Inner City ◽  
Ethical Concerns ◽  
Walking Tours

Narrating Jewish history in free walking tours – Warsaw as a case study

2017 ◽  
Vol 1 (50) ◽  
pp. 76-91
Author(s):  
Sabine Stach
Keyword(s):  
Jewish History ◽  
Walking Tours

Narrating Jewish history in free walking tours – Warsaw as a case study

A Campus Counter Tour: Performing institutional narratives

2019 ◽  
Vol 7 (2) ◽  
pp. 167-183
Author(s):  
Claire Syler
Keyword(s):  
Black Studies ◽  
Coalition Building ◽  
University Environment ◽  
Walking Tour ◽  
Applied Theatre ◽  
History Of ◽  
The University ◽  
Us University ◽  
Walking Tours

Abstract This article traces the work of a cross-listed Theatre and Black Studies performance course at a US university that had recently experienced campus protests concerning anti-black racism. The course culminated in an admissions-style walking tour that critically analysed the university environment by juxtaposing dominant institutional narratives with counter accounts performed by a multi-ethnic ensemble of students. The article begins by contextualizing the university's history of anti-black racism and then describes the curriculum created for the class and the broader Campus Counter Tour performance. To conclude, it discusses the assets embedded in the Counter Tour project (accessibility, coalition building, and participation in a movement), which could be valuable for applied theatre practitioners interested in using walking tours to address institutional narratives bound up in racism or colonialism more broadly.

scholarly journals Selling streetness as experience: The role of street art tours in branding the creative city

2018 ◽  
Vol 66 (5) ◽  
pp. 1036-1057 ◽  
Author(s):  
Sabina Andron
Keyword(s):  
Street Art ◽  
Art World ◽  
Creative City ◽  
Cultural Field ◽  
Art Scene ◽  
Art Works ◽  
Symbolic Value ◽  
Book Publishers ◽  
Walking Tours

This article looks at the street art tours industry in London, and its function in constructing the geographic, economic and symbolic value of street art. The street art world of the capital has reached a substantial level of institutional endorsement as a proper urban creative practice, through backing such as by local councils and private developers, art galleries and book publishers. This article examines the role of walking tours in holding up street art as a cultural product of the creative city. It argues that London’s street art scene is constructed and legitimated by these tours through the strategic deployment of an authoritative discourse. Street art tours’ routes and locations are then integrated into a longer lineage of endorsements for the cultural field of street art, and interpreted as branding strategies for the creative city. In the conclusion, the role of walking tours in gentrification and urban change is discussed, with a focus on how street art works and murals contribute to performing Shoreditch as a hub of vibrancy and urban creativity.

scholarly journals Using Design of Location-Based Augmented Reality Experiences to Engage Art-Oriented Girls in Technology and Science

2021 ◽  
Vol 6 ◽  
Author(s):  
Cathlyn Davis Stylinski ◽  
Amy Kamarainen ◽  
Martin Storksdieck ◽  
David Gagnon ◽  
Ruth Kermish-Allen ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Interpersonal Communication ◽  
Youth Development ◽  
Interdisciplinary Approach ◽  
Lessons Learned ◽  
Small Community ◽  
Community Art ◽  
Art Educators ◽  
Art And Design ◽  
Walking Tours

Taking part in creating location-based augmented reality (LBAR) experiences that focus on communication, art and design could serve as an entry point for art-oriented girls and young women towards career pathways in computer science and information communication technology. This conceptual paper presents our theory-based approach and subsequent application, as well as lessons learned informed by team discussions and reflections. We built an LBAR program entitled AR Girls on four foundational principles: stealth science (embedding science in familiar appealing experiences), place-based education (situating learning in one’s own community), non-hierarchical design (collaborations where both adults and youth generate content), and learning through design (engaging in design, not just play). To translate these principles into practice, we centered the program around the theme of art by forming partnerships with small community art organizations and positioning LBAR as an art-based communication medium. We found that LBAR lends itself to an interdisciplinary approach that blends technology, art, science and communication. We believe our approach helped girls make connections to their existing interests and build soft skills such as leadership and interpersonal communication as they designed local environmentally-focused LBAR walking tours. Our “use-modify-create” approach provided first-hand experiences with the AR software early on, and thus supported the girls and their art educators in designing and showcasing their walking tours. Unfortunately, the four foundational principles introduced considerable complexity to AR Girls, which impacted recruitment and retention, and at times overwhelmed the art educators who co-led the program. To position AR Girls for long-term success, we simplified the program approach and implementation, including switching to a more user-friendly AR software; reducing logistical challenges of location-based design and play; narrowing the topic addressed by the girls design; and making the involvement of community partners optional. Overall, our initial work was instrumental in understanding how to translate theoretical considerations for learning in out-of-school settings into an LBAR program aimed at achieving multiple complementary outcomes for participating girls. Ultimately, we achieved better scalability by simplifying AR Girls both conceptually and practically. The lessons learned from AR Girls can inform others using LBAR for education and youth development programming.

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