Action research integrates the processes of pedagogical transformation and theory generation. As pointed out by Elliott, action research focusses on closing the gap between the roles of theorist and practitioner; both involve theoretical and action activities, practitioners are theorists, and theorists are practitioners (Kemmis, McTaggart, & Nixon, 2014). https://www.bera.ac.uk/blog/action-research-closing-the-gap-between-theory-and-practice
Inspired by this quote by Syafiq Mat Noor, and in particular this line ‘practitioners are theorists’ I moved positively forward with a sense of belonging and direction within this project.
For primary sources of research, studio observations were undertaken, and I embedded various questions into several of my teaching sessions. The questions were paper based, on reflection I would also consider the use of capturing data digitally by for example using as a Mentimeter to start conversations and capture data.
During the first semester of this current academic year, I have tested student facing questions and questionaries within the delivery of units, presentations, and workshops on the following courses and units:
UAL Chelsea College of Arts: BA Graphic Design Communication Unit 5: Strategic & Creative Practice and Unit 6: Collaborative & Collective Practices
UAL Chelsea College of Arts: BA Interior Design Graphic Design & Communication Workshops. Covering areas such as: presentation skills (verbal and visual), portfolio development, sharing your work with industry, compositions, working with type and images, building your online profile. Key skills that are transferrable attributes for more than one discipline.
UAL London College of Communication Unit: Professional Practice (Self-generated work and an outward facing client project).
Supported by teaching colleagues across all the courses listed, I asked for and received feedback from my teaching peers which helped me understand how to implement my aims and tasks more clearly into my workshops. Enclosed are example pages from these presentations and workshops containing questions, tasks, and provocations. The intention of these was to challenge the student to look beyond the project’s delivery and to consider themselves within the question, or to think about who the audience is, the value of an idea or their own innate values and how they can deploy these within a task or process. The overarching theme or outcome of learning is outward facing, communication and connecting with others.
Turning the lens of discovery and research on themselves (the students) proved to be an uncomfortable experience for some. However, there was a clear understanding by the cohorts in attendance that the questions and questionnaires were an insightful and useful method in which to collect their own set of data about themselves. Which can be used to help orientate them in directions that can be context specific or have a clearer understanding of their developing creative practices and an understanding of self. Often, students are not fully connected with why they are here and the opportunities available to them.
Feeling slightly overwhelmed by the amount of research reports in the book: Creative Research Methods, A Practical Guide by Helen Kara, I found the accompanying presentation Creative Research Methods – Arts based methods (part 1 of 3) by Dr Helen Kara insightful and useful as an entry point into this topic. Breaking down the different research methods has been helpful to my understanding of what research can be and what it can mean within a context or question.
And in particular Transformative research frameworks Transformative and Indigenous research (part 3 of 3) www.youtube.com/watch?v=YpnexrLZBT4 in which it is stated ‘people involved are likely to have different kinds of knowledge; communication is key.’ Cara goes on to talk about the Importance of Communication and the interesting insights about the research in Barcelona ‘Critical Communicative Methodology” and the resistance of the European ‘Roma’ people who felt abused through research.
‘Everyone Has something to offer, something to contribute to the research process.’ Dr Helen Cara
This approach brings a sense of democracy and inclusion to me and participants. I also find this liberating for academic spaces that I inhabit, that sometimes can feel unwelcoming or exclusive.
Furthermore, I have gathered data and resources available on the UAL Creative Attributes Framework portal and The Design Council website. To be used a structure and framework for my ARP project connecting to my teaching practice.
Using my workshop questions, the aim is to align these questions to the three different attributes; 1. Making Things Happen 2. Showcasing Abilities 3. Navigating Change