Does research provides an artistic basis for any practice or methodology in any field or discipline?

Abstract

This article argues that art practice is a creative and critical form of human engagement that can be conceptualized as research. Conceptions of research are critiqued that raise questions about the purposes of artistic and educational inquiry and the institutional and political influences that shape them. Notions of arts-based research, arts-informed research, and practice-based research are compared according to their policies, practices and methods. In framing art practice as research, various research acts are described that circumscribe the forms, agencies and actions that are part of the theoretical, structural, interpretive and critical traditions found in the visual arts. These research acts are creative and critical; feature complex forms of imagination and intellect; and make use of processes and procedures that draw from many traditions of inquiry. Consequently, it is argued that art practice can be conceptualized as a form of research that can be directed towards a range of personal and public ends.

Journal Information

Studies in Art Education is a quarterly journal which reports quantitative, qualitative, historical, and philosophical research in art education, including explorations of theory and practice in the areas of art production, art criticism, aesthetics, art history, human development, curriculum and instruction, and assessment. Studies also publishes reports of applicable research in related fields such as anthropology, education, psychology, philosophy, and sociology.

Publisher Information

Founded in 1947, The National Art Education Association is the world's largest professional art education association and a leader in educational research, policy, and practice for art education. NAEA's mission is to advance art education through professional development, service, advancement of knowledge, and leadership. Membership (approximately 48,000) includes elementary and secondary art teachers (and middle and senior high students in the National Art Honor Society programs), artists, administrators, museum educators, arts council staff, and university professors from throughout the United States and several foreign countries. It also includes publishers, manufacturers and suppliers of art materials, parents, students, retired art educators, and others concerned about quality art education in our schools. The Association publishes several journals, papers, and flyers on art education; holds an annual convention; conducts research; sponsors a teacher awards program; develops standards on student learning, school programs and teacher preparation; and cosponsors workshops, seminars and institutes on art education.

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Known by a variety of terms, practice-led research is a conceptual framework that allows a researcher to incorporate their creative practice, creative methods and creative output into the research design and as a part of the research output.

Smith and Dean note that practice-led research arises out of two related ideas. Firstly, "that creative work in itself is a form of research and generates detectable research outputs" (2009, p5). The product of creative work itself contributes to the outcomes of a research process and contributes to the answer of a research question. Secondly, "creative practice -- the training and specialised knowledge that creative practitioners have and the processes they engage in when they are making art -- can lead to specialised research insights which can then be generalised and written up as research" (2009, p5). Smith and Dean's point here is that the content and processes of a creative practice generate knowledge and innovations that are different to, but complementary with, other research styles and methods. Practice-led research projects are undertaken across all creative disciplines and, as a result, the approach is very flexible in its implementation able to incorporate a variety of methodologies and methods within its bounds.

Most commonly, a practice-led research project consists of two components: a creative output and a text component, commonly referred to as an exegesis. The two components are not independent, but interact and work together to address the research question. The ECU guidelines for examiners states that the practice-led approach to research is

... based upon the perspective that creative art practices are alternative forms of knowledge embedded in investigation processes and methodologies of the various disciplines of performance … the visual and audio arts, design and creative writing ("Guidelines and Examination Report for Examination of Doctor of Philosophy theses in creative research disciplines," para. 1).

A helpful way to understand this is to think of practice-led research as an approach that allows you to incorporate your creative practices into the research, legitimises the knowledge they reveal and endorses the methodologies, methods and research tools that are characteristic of your discipline.

Additional advice and guidance on the nature and implementation of a practice-led research project may be sought from your supervisors and from the research consultants.

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