Department
School of Art and Design
Document Type
Article
Publication Date
Spring 4-20-2021
Embargo Period
1-6-2026
Abstract
Research in visual arts, according to Winters (2015), is an unusual situation in that artists must offer details about how their artistic process represents a methodology, what its research methods are, and why this is an appropriate, reliable, and valid procedure. In this reflective article we are delineating a specific situation in which a/r/tography (Irwin, 2013) as a research methodology had a direct influence as a high-impact practice on an undergraduate’s individual research project as well as collaborative work conducted with art and design co-co-principal investigators (coPI). We begin this reflective essay ever mindful of Sword’s (2019) compelling question about writing research results with the identity-flattening pronoun we in situations where there is clearly a power imbalance between co-authors. We are Hayley, a Bachelor of Fine Arts (BFA) major who formulated undergraduate research projects as a co-investigator with Jonathan, a tenure track art and design faculty member coordinating foundation level courses who teaches ART 2990: Concepts, Creativity, and Studio Practice, and Diana, an art education professor whose research focus is creativity. Creativity, whether mundane or extraordinary, is an essential element in life (Richards, 2007). In art and design creative ability along with problem-solving ability are key expectations for students entering the field (National Association of Schools of Art and Design, 2019-2020). As art and design faculty, we recognize like Shreeve, Wareing, and Drew (2009) that from students' entrance into higher education and emergence
Journal Title
Journal of the Scholarship of Teaching and Learning
Journal ISSN
1527-9316
Volume
21
Issue
1
First Page
30
Last Page
34
Digital Object Identifier (DOI)
10.14434/josotl.v21i1.30356
Comments
Hayley Leavitt graduated from Kennesaw State University with a BFA in Art.