Research Lab
PRISM Arts Education Research Initiative
Maxine Greene
Our Vision
Founded by Jason Noble ten years after the passing of the late Maxine Greene, the PRISM Arts Education Research Initiative began as an idea over snacks with Maxine Greene in her apartment in 2008 as the Great Recession swept over the United States. Eventually, when the time was right and “it was time to say something,” Dr. Noble launched the project. PRISM seeks both IRB-approved human subjects for phenomenological research (narrative, case study, portraiture), and other studies.
To become part of our exciting new work, you may either seek to work with Dr. Noble in a graduate student capacity, or as a research associate or independent associate. Inspired by several years of his one-on-one “Monday Evenings with Maxine,” weekly two+ hour long conversations in Maxine Greene’s apartment on 5th Avenue, and musings on outsiderness with Maxine, the PRISM Research Initiative was slowly born, tore itself apart, regrew, and morphed over time as the world also ripped itself into shreds. As a neurodivergent scholar, imperfect unresolved chord, and forever “outsider” looking across the tracks to what might be or could have been, Dr. Noble credits Maxine as his powerful mentor outside of his own closest family members. Part of the biggest legacy Maxine left was teaching people how to think, how to prioritize what really matters, and when to act and “do something” to affect change. The time is now. The world is far too dark and bitter in some corners, and we hope to find hope, joy, and light in the crystals and nuggets out there.
"We need to learn to pay attention to the voices of those who are not usually heard, to open ourselves to the light that can come from unexpected places." –Maxine Greene
The PRISM Arts Education Research Initiative examines music, arts, and creative pedagogies through crystallization - where multiple ways of seeing, knowing, and understanding converge to create deeper meaning. As Greene (1995) reminds us, "imagination is what, above all, makes empathy possible... imagination is the one [cognitive capacity] that permits us to give credence to alternative realities" (p. 3). We seek to problematize and find connections with “the unfinished.” At the heart of our research lies the exploration of the "unfinished" and the "beautifully incomplete." Inspired by Maxine Greene's profound insight, we embrace the notion that human existence is a continuous journey of growth and transformation. As Greene eloquently stated, "I am what I am not yet." This philosophy (Greene, 1978) encourages us to remain open to possibilities and to view our work as part of an ongoing process of becoming.
Theoretical Foundation
Our work builds upon transformative educational philosophies:
Dewey (1897) emphasized that "Education is not preparation for life; education is life itself," highlighting the importance of lived experience in learning. This fundamental understanding shapes our approach to research and practice, where we recognize that education must transcend traditional boundaries to embrace the full spectrum of human experience and possibility.
Pink (2011) argues that "the arts are no longer ornamental - they're fundamental," a perspective that underlies our commitment to arts-based inquiry and understanding. Similarly, Grant (2021) challenges us to recognize that beyond traditional concepts of intelligence, we must develop "the ability to rethink and unlearn" - a crucial capacity in our rapidly evolving educational landscape.
The PRISM Arts Education Research Initiative Approach
Our methodological framework integrates:
- Participatory Engagement: Active involvement in research and practice
- Reflective Practice: Deep examination of teaching and learning processes
- Interdisciplinarity: Bridging arts, education, and social sciences
- Synthesis of Methods: Combining phenomenological and action research
- Multi-modal Expression: Representing research through diverse forms
Research Streams
Crystallized Perspectives
- Merging artistic practice with scholarly inquiry
- Documenting transformative moments in teaching and learning
- Creating visual, sonic, and performative research representations
- Developing innovative cross-disciplinary methodologies
Action-Based Initiatives
- Teacher-researcher partnerships across disciplines
- Community-based arts education projects
- Arts-integrated curriculum development
- Innovation through methodological fusion
Current Research Areas
- Transformative Teaching
- Reflective teaching practices
- Arts-based documentation
- Collaborative inquiry groups
- Performance ethnography
Student Voice & Agency
- Digital storytelling
- Participatory arts research
- Student-led curriculum design
- Multi-modal expression
Join Our Research Community
We welcome scholars, educators, and practitioners interested in:
- Exploring connections between artistic disciplines and organizations
- Developing innovative teaching methodologies grounded in pedagogies with purpose
- Contributing to methodological advancement
- Creating positive social change through creative pedagogies grounded in scholarly research
Research Opportunities
Graduate Studies
- Join our research cohort
- Participate in phenomenological studies
- Develop new methodological approaches
- Contribute to scholarly discourse
Educational Practitioners
- Engage in action research
- Participate in professional development
- Collaborate on curriculum development
- Join our teaching-artist community
Community Engagement
- Participate in arts-based initiatives
- Contribute to educational innovation
- Engage in collaborative projects
- Shape the future of arts education
Our Commitment
Through our prismatic approach, we commit to:
- Fostering creative inquiry
- Building bridges across differences - What can you change your mind about today?
- Creating spaces for meaningful dialogue and discourses.
- Developing innovative and creative pedagogies.
- Transforming educational practice, one person (who matters) at a time
Current PRISM research lab study opportunities (recruiting research participants):
- A phenomenological study of trauma experienced by conductors. (Seeking research participants - open until 30-December, 2024)
- A survey of grading and assessment experiences practices and the intersection with motivation by graduate students (Seeking research participants - open until 05-March, 2025)
Email HERE to request information to join a study.
Previous and Ongoing Publications
- Noble, J. (2024). Teacher as performer: Transforming education through the eyes and ears of a musician. Book. Manuscript in progress. (In review)
- Noble, J. (2024). Centering creative thinking in conducting praxis: A possibilities approach for belonging (article) submitted for publication. (In review – complete copy available for review)
- Noble, J. (2023). The madness of assessment in music. Manuscript (article) submitted for publication. (In review)
- Noble, J. (2023). Identities and pedagogies of the neurodivergent conductor. Manuscript (article) submitted for publication. (In review)
References:
- Allsup, R. E. (2016). Remixing the classroom: Toward an open philosophy of music education. Indiana University Press.
- Dewey, J. (1897). My pedagogic creed. School Journal, 54, 77–80.
- Grant, A. (2021). Think again: The power of knowing what you don’t know. Viking.
- Greene, M. (1978). Landscapes of learning. Teachers College Press.
- Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass.
- Pink, D. (2011). Drive: The surprising truth about what motivates us. Riverhead Books.