Page 64 - Proceedings Collega2023

Documents of this part of the process were kept in the form of a journal and also included in the project.
A journal was made throughout the process of 1) the initial meetings of orientation to the program; 2)
the intermediate phase of studying the background of each collaborator; 3) the work done within the
program; 4) drawing the reflection of the process

Phase 2: Immersion.
Moustakas (1990) advises that expressions of the subjective lived experience become the raw data
of the investigation (O’Beirne, 2014). The documentation of the existential experiences and descriptions
of learning on the keyword of this research (Performing Arts, Dramatherapy, Disability, Depression, Bajau’s
Igal, Ritual performance) were kept in the form of audio-video recordings. These document was collected
before and during the pilot study. Whilst creating these alternative sessions, I reflected on the therapeutic
experience, mentally going through the stages of meeting the participant of this project.

Phase 3: Incubation.

The researcher retreats from the experience to allow another level of understanding other than
the immediate experience to take place (O’Beirne, 2014). We reviewed the videos and interpretations
were made of the movement qualities and patterns analyses of artistic expression.

Phase 4: Illumination.
The illuminations occur when realization comes to consciousness, and sets the parameter of the
final document (Moustakas, 1990) (O’Beirne, 2014). Most interpretations of emotions, gestures,
interaction with the space, and expressed intent were recorded directly from viewing the video (O’Beirne,
2014. “The witness utilizes any images, feelings, and sensations which are generated unconsciously as a
means of trying to understand what is being communicated nonverbally.” (Wymann-McGinty, 1998, p.
242) Visual artistic representations were used to help articulate thoughts throughout the process. In this
experience of explicating a remembered experience in a creative arts project, the participants draw a
visual expression on a piece of paper to objectify thoughts of the process, making them clearer to be
articulated in words.

Phase 5: Explication of Understandings and Insights
This requires deep introspection and reflective examination of the meanings of themes, and the
description of distinctive qualities of the experiences (Moustakas, 1990) (O’Beirne, 2014). The
understandings and insights are described with references to the audio-visual video recording, interviews,
observation, and reading materials, as well as through the experience throughout the process. At this stage
of the process, we were familiar with the outcomes of the pilot study and gained insight into our
experience of using the session for heuristic inquiry. Our journey through the study was coming to light.
We mused about aspects of the therapeutic process; expressing perspectives, empathy and
understanding, observations, interpretations, and how they relate to therapy and change.

Phase 6: Creative Synthesis (which is complete in the form of this document)

The nature of heuristic research, confirms stages of learning development with illuminations, and
gives rise to a new level of questions through the act of documenting them to see objectively (O’Bierne,
2014). While within the initial phase of self-dialogue, immersion and improvisation, respondents need to
trust the process of indwelling and practice elucidating tacit knowledge and intuition of how to proceed.

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