I recently had a student asking me but what is research? To which I replied: that is a good question, because there’s not really a clear definition, (we then delved into ways the student could do her research anyway. But I wanted to acknowledge the students´s doubts and emphasise that the ambiguity that it can be).

According to Susan Orr and Alison Shreeve in their book Art and Design Pedagogy in Higher Education, Knowledge, Values and Ambiguity in the Creative Curriculum:

“Research is a term used in a specific way in art and design but which lacks clear definition. It refers to a process of finding and exploring information on which to base the generation of conceptual, visual and material ideas. The way research is undertaken is seldom articulated, but expectations of what constitutes good research certainly exist within course groups, usually as tacit knowledge emphasising the ambiguity of the learning environment (Kjølberg 2012). In each course and subject culture, there will be an expectation or cultural configuration of what constitutes good research. A small-scale study explored the variation in ways students approached the research component of a fashion/textiles project and identified that it was possible to do this in increasingly complex ways, from reproducing elements of the visual material studied in the designed arte-fact to embodying abstract ideas and concepts in the designed artefact (Shreeve et al. 2004). Further research would be useful to understand more fully how and what constitutes research processes in undergraduate learning across different sub-disciplines and where there are commonalities. There are certainly distinct cultural differences in expectations of research (Kjølberg 2012) but usually consensus that merely collating information from the Internet does not constitute sufficient research on which to base a creative project. There may be some requirements to ‘read’ around a subject area as well as generate visual materials and explore these to generate new products and artefacts. In many cases research is generated by the students’ own interests and subjective responses to the world (Barrett 2007), particularly within the later stages of a design course. Research is also required for theoretical or cultural and historical studies which are part of the degree programme. This kind of research may encompass critical reading, the construction of arguments or points of view and, in the final year, is likely to value primary research which contributes to a dissertation on a subject or question of the student’s own choice. This might correspond more closely to academic research in other disciplines; although the subject of the study is most likely to relate to artists, designers and their outputs, it usually does not preclude any other subject of interest to the individual student.“

In the BA Fine Art Y1 The Learning Outcome 2 is related with research – Identify potential inter-relationships between practice and theory in your own work and that of others and utilise appropriate resources to inform you in beginning to articulate those relationships. (Knowledge).

It is clear in the LO2 that the students have to Identify potential inter-relationships between practice and theory in their own work and that of others. That of the others can be artists, craft-mans, filmmakers, writers, painters, designers, etc.

There are no requirements to ‘read’ around a subject area, however a bibliography is provided with suggesting reading.

Also in every Lecturer there are material available for students to delve in, whether reading, watching documentaries, seeing the slides, etc.

According to Allan Davies in Learning outcomes and assessment criteria in art and design. What’s the recurring problem? “… art and design students are often in pursuit of a ‘quarry’ of which they are given only partial knowledge. Indeed, this can be a deliberate learning strategy in the creative arts. For art and design students, formulating and finding their own quarry is an essential part of the discovery process. They do, nevertheless, need to know the ‘landscape’ and the ‘boundaries’ when they are in full pursuit. It might be that these are better articulated in the form of a discourse than in specific outcome form and more usefully manifested in project briefings, team meetings, etc.”

“The requirement that all learning outcomes should use terms, particularly verbs, which are ‘measurable’ creates more challenges that it resolves. To insist on using terms such as ‘identify’, ‘explain, ‘analyse’ and so on does not make the task of assessment any easier since explanations and analyses, etc, are discipline specific and are likely to be equally ambiguous for students who have not been yet been inducted into the language of the discipline.”

In our Cohort seminar #1, in groups, we discussed the successes, limitations, issues, doubts, and opportunities for development (especially for employability and inclusivity). Here are some comments on the padlets during this session:

“Arming our students with the skills they need to be successful in (a) gaining employment and (b) their practice

Skills offered as a ‘palette’ to allow them to pick and choose and be creative in how they apply themselves

Knowing versus doing”

“How can we ensure that learning outcomes are specific enough for online learning, but open enough for experimentation within the students’ practice?”

“International students: Teaching and learning is varied across the world, and the increase in international students at UAL opens us up to more expectations from more culturally diverse students.”

“How can we support students’ employability without limiting their creativity and imagination (knowing vs doing/using)?”

Reflecting on these padlets posts, on the Learning Outcomes and being an artist myself, I feel the learning outcomes in fine art are open enough to have space to unknown avenues and creativity. There are always margin to improve, though.

It is also about helping the students to find what they love, so they can succeed and feel fulfilled.

It is also about showing them that is an incredible hard work process, and from this point of view, the students/ artists must therefore enjoy working hard or see what they do not as work.

It is also about a language that seeks

It is also about inclusive practices and different perspectives, respect and community.

If one chooses to study fine art, one has to know that it is a journey to discovery, to imagine, and to create new meaning and/or things. At the end of the day, it is not about grades, it is about knowing, feeling that one is going in the right direction, not just to one self but for a wider community.