Visualizing research : a guide to the research process in art and design PDF
Preview Visualizing research : a guide to the research process in art and design
Visualizing Research This page intentionally left blank Visualizing Research A Guide to the Research Process in Art and Design Carole Gray and Julian Malins © Carole Gray and Julian Malins 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Carole Gray and Julian Malins have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as the authors of this work. Published by Ashgate Publishing Limited Ashgate Publishing Company Gower House Suite 420 Croft Road 101 Cherry Street Aldershot Burlington, VT 05401-4405 Hants GU11 3HR USA England Ashgate website: http://www.ashgate.com British Library Cataloguing in Publication Data Gray, Carole Visualizing research : a guide to the research process in art and design 1.Art – Research 2.Design – Research 3.Universities and colleges – Graduate work I.Title II.Malins, Julian 707.2 Library of Congress Cataloging-in-Publication Data Gray, Carole, 1957- Visualizing research : a guide to the research process in art and design / by Carole Gray and Julian Malins. p. cm. Includes index. ISBN 0-7546-3577-5 1. Design--Research--Methodology--Handbooks, manuals, etc. 2. Art--Research--Methodology-- Handbooks, manuals, etc. 3. Research--Methodology--Handbooks, manuals, etc. I. Malins, Julian. II. Title. NK1170.G68 2004 707’.2--dc22 2004004900 ISBN 0 7546 3577 5 Typeset by Wileman Design Printed and bound in Great Britain by MPG Books Ltd, Bodmin, Cornwall Contents List of figures vii Authors’ biographies ix By way of a foreword: ‘Alice is in wonderland’. Discuss x Mike Press Acknowledgements xiv Introduction 1 1 Planning the journey: introduction to research in Art and Design 9 1.1 Travellers’ tales: how do practitioners come to do research? 9 1.2 The research process – What? Why? How? So what? 12 1.3 A route map: the importance of methodology 16 1.4 The ‘reflective practitioner’ 22 1.5 Completed research for higher degrees: methodological approaches 24 References and further reading for Chapter 1 33 2 Mapping the terrain: methods of contextualizing research 35 2.1 The purpose and structure of a Contextual Review 35 2.2 Critical thinking and response: key generic skills 38 2.3 Locating and using reference materials for Art and Design research 42 2.4 Undertaking a Contextual Review: mapping the terrain 48 2.5 A reflective journal 57 References and further reading for Chapter 2 64 3 Locating your position: orienting and situating research 66 3.1 Raising a research question: from mapping to location – overview to your view 66 3.2 Methodology revisited: possible research positions and approaches 71 vi CONTENTS 3.3 Structuring and writing a research proposal 77 3.4 Managing research project information 85 References and further reading for Chapter 3 90 4 Crossing the terrain: establishing appropriate research methodologies 93 4.1 A case for visual inquiry 93 4.2 Data, evidence, claim: the basis for argument 97 4.3 Crossing the terrain: vehicles for exploration 99 4.4 Considering preliminary evaluation and analysis 123 References and further reading for Chapter 4 125 5 Interpreting the map: methods of evaluation and analysis 129 5.1 Evaluation, analysis and interpretation 129 5.2 Examples of analysis from completed formal research in Art and Design 136 5.3 ‘Playing’ with data: tools for analysis 143 References and further reading for Chapter 5 156 6 Recounting the journey: recognizing new knowledge and communicating research findings 159 6.1 Recognition of new knowledge: just another brick in the wall! 159 6.2 Recounting the journey: communicating research findings 165 6.3 Destination achieved ! Defending your territory, disseminating your research, and future expeditions 176 References and further reading for Chapter 6 182 Appendix 1 Taxonomy of assessment domains 184 Appendix 2 Criteria for assessing PhD work 188 Appendix 3 What does it mean to be ‘original’? 190 Appendix 4 Postgraduate portfolio of evidence (using taxonomy of assessment domains) 191 Glossary: research terms relevant to the Art and Design context 197 Index 205 List of figures 1 Overview of the book’s content ((cid:29)) 6 1.1 The Research Process – important issues to be considered at the start of the research 13 1.2 Paradigms of inquiry 20 1.3 Practice-based research is like an elephant 25 1.4 Triangulation 31 2.1 Information searching strategies: connecting material from various ‘orbits’ of relevance ((cid:29)) 44 2.2 Possible methods of managing information for the Contextual Review ((cid:29)) 46 2.3 Simple visual overview of a Contextual Review ((cid:29)) 50 2.4 A more complex visual overview of a Contextual Review ((cid:29)) 51 2.5 A hexagon map of sustainable design issues ((cid:29)) 53 2.6 A ‘3D’ matrix ((cid:29)) 54 2.7 Network display: subjects taught at an art school ((cid:29)) 56 2.8 Reflection-for-action – a looping process 57 2.9 Reflective journaling as part of the ‘Serious_Fun Framework’ ((cid:29)) 58 2.10 Example of visualizing the pace and progress of a project 61 3.1 Characteristics of naturalistic inquiry ((cid:29)) 73 3.2 Typical time scale for MPhil/PhD study ((cid:29)) 81 3.3 Example of a possible plan of work ((cid:29)) 82 3.4 Example use of icons ((cid:29)) 87 4.1 Fractal image 96 4.2 Stages of the research process – overview ((cid:29)) 100 4.3 Mind map providing an overview of methods discussed in this section ((cid:29)) 108 4.4 Annotated photograph from a PhD project in progress ((cid:29)) 109 4.5 Example pages from a sketchbook exploring possible three- dimensional forms ((cid:29)) 112 4.6 Examples of a full scale model in ‘sketch’ materials and the actual sculpture ((cid:29)) 113 4.7 Example of a ‘sweatbox’ session from Hospitals Talking Art: Recording the Visual Dialogue ((cid:29)) 116 viii LISTOFFIGURES 4.8 Visualization of methods used and their relationship to each other ((cid:29)) 122 5.1 Spectacles, sieves and filters provide metaphors for different criteria in analysing data ((cid:29)) 132 5.2 A visual model of the researcher’s creative process ((cid:29)) 134 5.3 Three methods used to provide different perspectives on the central issue – teaching styles ((cid:29)) 137 5.4 Example of a cluster map indicating four different teaching styles 138 5.5 Hyper-linked matrix structure for comparative analysis of form, method, material, structure in science, music and sculpture ((cid:29)) 139 5.6 Hyper-linked matrix structure for comparative analysis of form, method, material, structure in six different sculptures ((cid:29)) 140 5.7 Visual overview of analysis using the metaphor of a ‘plate’ 141 5.8 Three stages of analysis – filtering, mapping/grouping, and interrogation of the body of work towards conclusions ((cid:29)) 142 5.9 ‘Triangulation’ in analysis: the use of multiple and diverse perspectives ((cid:29)) 143 5.10 A matrix demonstrating some of the features discussed in the text 146 5.11 Example of a flow chart 148 5.12 A frame from the animated flow chart Dining Out? ((cid:29)) 149 5.13 Example of a simple dimensional analysis structure 150 5.14 Visual analysis of air pollution ((cid:29)) 150 5.15 Analysis of a digitally crafted object ((cid:29)) 151 5.16 Suggested chronological matrix for the analysis of a reflective journal 152 5.17 Research is ... like an elephant 154 6.1 Project map for ‘Craft Realtime Walkabout’ research project 171 6.2 Example of an on-line document ((cid:29)) 173 (cid:29) see website www.visualisingresearch.info and p. 5 Authors’ biographies Carole Gray and Julian Malins currently hold research posts at Gray’s School of Art, The Robert Gordon University, Aberdeen, Scotland. Carole is a Research Professor and Julian is a Reader in Design. Both have PhDs and extensive experience of supervising and examining research degrees in art and design and related areas. Both are practitioners with a belief in the creative relationship between practice, teaching and research. A visual artist, Carole makes context-specific artwork using new materials and technolo- gies. As a designer and maker Julian maintains a long-term interest in ceramics research, in particular how new technologies can support new models of craft practice. After completing ‘the wrong PhD’ in 1988 – an investigation of art college teaching styles – Carole has since focused on understanding experiential, constructive learning styles, especially visual learning styles, and increasingly within higher degree frame- works. Much of this research has been done with Julian. Carole is currently the co-ordinator of On the Edge – a major AHRB funded research project with Ann Douglas as principal researcher. This work investigates the value of art in remote rural locations (www.ontheedgeresearch.org). It presents a unique opportu- nity to develop and evaluate co-operative and discursive methodologies in visual arts research, including creative visual methods, and appropriate ‘artistic’ strategies of evalu- ation and dissemination. Carole is particularly interested in how this particular research can inform curriculum development in terms of cultural and contextual responsiveness and responsibility, and its role in developing the School’s contribution to the culture in which it is located, through strategic partnerships and co-operations. Julian’s PhD focused on methods for firing studio ceramics. One of the most signifi- cant challenges arising from the research was to resolve the tensions between the estab- lished research methodology in applied sciences and those emerging alternative approaches in Art and Design. This led to an ongoing exploration of appropriate research methods for artists and designers. He is currently involved in a number of projects concerned with exploiting web- based technologies for teaching and learning. These include the development of innov- ative managed learning environments, reflection and assessment systems designed to encourage a constructivist approach to learning, and interfaces designed to support students with disabilities. As committed practitioners, educators and researchers, Carole and Julian continue to be excited by the challenges posed by research, and they continue to learn.
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