Disadvantages Of Research In Art Education

Research is an investigation of sources or materials to seek new knowledge. Man has researched Just about every subject known to them. Various methods are explored all to bring new information that could help humanity better themselves. People research to pursue an interest, discover something new, seek to solve a problem, develop theories, explore different methods and learn from other people’s experiences. These are all good reasons but can they be applied to art? If the goal of the researcher is the same, which is to gain new knowledge, should the topic and method used make a difference? Julia Marshall’s (2014) article, Art Practice as Research in the Classroom: Creative Inquiry for Understanding Oneself and the World, argues art practice

Unfornaturely, Some educational decision makers will not accept arguments based on just the importance of art education (Hetland, Sheridan, Veenema, & Winner 2007). This article will argue research in art education has the same advantages as other subjects, by providing rich meaningful data and insight into the complexity of the human experience (Sullivan, 2006; Eisner, 2006; O’Donoghue, 2009). Research in art education has several interests in art research: arts-based research, arts-informed research and practice-based research (Sullivan 2006; Marshall & D’Adamo, 2011; Rolling, 2010). Marshall (p.13) investigates art practice in the classroom as a valid research method and high school student using their artwork as documentation for collecting data (Sullivan, 2006). The questioning of art-practice research in the classroom is not new, Jane Remer (1996) addressed this issue nineteen years ago of finding an alternative to scientific research methods. Art teachers were held accountable to prove what students were learning in art class was

The inquiry of art education uses some of the methods and purposes similar to conventional scientific research (Marshall, 2010). Art practitioners are serious critical thinkers as in any other field. They seek to break away for the orthodox notion of art making as only aesthetics and imagery (Marshall, 2104; O’Donoghue, 2009; Sullivan, 2006). Graeme Sullivan (2014) has researched this topic for many years, “I have argued for a long time that artists can and do play a unique role within research communities in educational, social, and cultural setting by the way their creative and critical practices can indeed transform human understanding ” (p. 278). The advantage from moving from restrictive research methods used in the sciences, art practice research allows the practitioner to use their imagination and freedom to explore other ways to gather and collect data (Marshall, 2007; Sullivan, 2006). Rolling states (2010), “Art-based curriculum-making has he flexibility either to spring up from the traditional Tylerian objectives-based curriculum architectures or to trickle down from non-traditional practice-based pedagogies” (p. 111). Marshall states that art practice research relates to how we identify ourselves, perceive each other, communicate and solve problems and considers this a investigating phenomena (p. 13).