Research Lab

PRISM Arts Education Research Initiative

Transforming Arts Education Through Multiple Perspectives and Possibilities
"Through the prism of multiple perspectives, we illuminate pathways to understanding that transform both education and society."

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:

Research Streams

Crystallized Perspectives

Action-Based Initiatives

Current Research Areas

Student Voice & Agency

Join Our Research Community

We welcome scholars, educators, and practitioners interested in:

Research Opportunities

Graduate Studies

Educational Practitioners

Community Engagement

Our Commitment

Through our prismatic approach, we commit to:

Current PRISM research lab study opportunities (recruiting research participants):

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.