Where Science Meets Stage: Embracing Art in the Practice of Research
DOI:
https://doi.org/10.37119/ojs2026.v31i1.936Abstract
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.
Keywords: research-based theatre, neurodiversity, community engagement, therapeutic practice
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