Professional Attitudes toResearch in Art

EducationBRIAN ALLISON

Research has become increasingly a defining wise with which they are carried out is a matteronly of personal concern. If the car which wasword at all levels of education. In the United

Kingdom, for example, primary school children bought turns out to be a disaster or the guest’sdinner was wholly inappropriate, the effectsare required to engage in research in almost all

aspects of their learning such as finding out and consequences of the outcomes are limitedto oneself or, at most, one’s personal circle.how plants grow, how the climate affects the

environment and how machines work. At sec- Although similar to ‘personal’ research insome ways, ‘professional research’ has differentondary school level, much of the curriculum is

based on individual as well as group project requirements. Professional research includesresearch carried out as part of professional prac-work and involves pupils in carrying out sys-

tematic enquiries of one kind or another. In tice as well as that pursued as part of therequirements for academic awards, such ashigher education, institutional funding is now

firmly tied to research performance and, research degrees. A major characteristic of pro-fessional research is that it is conducted in theindeed, the level of research activity is seen as

an indicator of an institution’s standing. public domain and so needs to conform to stan-dards which are recognised and understood bythe professional field. In general, such research,Research – personal andwhich includes research in art education, isprofessionalexpected to be rigorous and systematic, employresearch methods which are appropriate and beMost people engage in some form of research

as part of their daily lives. Buying a car, for reported in a form which meets accepted stan-dards.example, might involve a search of dealers to

find the best offers, a study of the performancereports in motoring journals, and a sorting out Professional attitudes to researchof priorities in terms of potential uses of the car,colour and so on. The results of these enquiries Research in art education, compared to some

other disciplines, is still at an early stage ofwill not show which car to buy but they willprovide an informed basis on which a decision development. In common with those other

more mature disciplines, it is important thatcan be made. Similarly, inviting a guest for din-ner might involve checking out the guest’s diet- development in art education is characterised

by a ‘professional attitude to research’. A ‘pro-ary preferences, searching through cookbooksand finding out about seasonal availability of fessional attitude to research’ has two major

components which are, first, the relationship ofingredients, checking out recommendations formatching wines and so on. These daily life rese- current research to earlier research and, sec-

ondly, the reporting of the outcomes of sucharches can be put under the heading of ‘per-sonal research’ and the thoroughness or other- research to others. Of course, a ‘professional

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212 BRIAN ALLISON Profess ional Att itudes to Research in Art Education

attitude’ needs to underpin all aspects of the topic and the research methods employed,on the one hand, and to report the completedresearch practice but this paper focuses on

these two components. research in an appropriate way to the field, onthe other. The important questions which fol-Regarding the first component, research exhi-

biting a ‘professional attitude’ builds upon and low from this are, firstly, how and from wherecan information about previous research beacknowledges earlier research which is related

to or relevant to the topic. Very little research, obtained? and, secondly, what are the vehiclesfor reporting research outcomes to others inif any, is truly original either in terms of the sub-

ject matter or the research methods employed the field?which, of course, include research instruments

Research reportssuch as tests, questionnaires, forms of analysisand so on. Research exhibiting a ‘professional Research is reported in a number of ways but

the principal vehicles are presentations at con-attitude’, therefore, shows a thorough familiaritywith and acknowledges earlier researches ferences and colloquia, the publication of art-

icles in journals and, of course, the submissionwhich have looked at similar or related prob-lems and so the new research is able to be of dissertations and theses reporting research

carried out for research degrees or other aca-placed in the context of such enquiries. Simi-larly, it shows a comprehensive understanding demic awards. Additionally, there are com-

missioned researches which are reportedof research methods and draws upon earlierresearches which have used similar research directly to clients, some of which are occasion-

ally accessible to others, particularly those com-methods. The thoroughness of the surveys ofprevious researches is an important criterion for missioned by public bodies. As all of these

vehicles need to be searched and reviewed inassessing the validity of any research project asalso is the full acknowledgement of the contri- order to gain a whole picture of research, the

researcher subscribing to the first aspect of abution of those earlier researches to the workcarried out. ‘professional attitude’, by being responsive to

the work of others, is presented with a veryThe second component of a ‘professional atti-tude to research’ is the responsibility of the real challenge.

However, as each of these vehicles providesresearcher to report the outcomes of any com-pleted research project to others in an appropri- an opportunity for reporting the outcomes of

one’s research to others, there is less of a prob-ate form. Such reports not only describe theoutcomes of the research project but also the lem in satisfying the second aspect of a ‘pro-

fessional attitude to research’.methods by which they were achieved, as wellas, of course, the relationship of the project to

Research conferences and colloquiaearlier researches as described in the firstcomponent. The reporting of research is a criti- Presentations at and participation in research

conferences and colloquia are essential exemp-cally important element of the whole researchendeavour, not only because it informs the field lifications of a ‘professional attitude’. Presenting

reports in such contexts not only disseminatesof the work which has been done but alsobecause it renders the research open to critical information about research but also invites and

promotes critical comment. Discussionsappraisal by others. Critical appraisal by othersis a characteristic of mature research disciplines amongst participants enables novice

researchers to have direct contact with moreand the readiness to expose one’s work to thecritical appraisal of others is a further dimension experienced practitioners. However, presen-

tations in research conferences tend to be lim-of a ‘professional attitude’.The acquisition of a ‘professional attitude to ited to abstracts or summaries of research and,

if published at all, are often available only toresearch’, therefore, carries with it the dual obli-gation to identify, seek out, build upon and restricted audiences such as conference parti-

cipants.acknowledge previous research relating to both

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213BRIAN ALLISON Professional Attitudes to Research in Art Education

for the researcher adopting a ‘professional atti-Journal articlestude’.

The publication of research reports as articlesin journals is an important vehicle for the dis- Research databasessemination of research outcomes. Familiarity Research databases are one of the mostwith journals publishing research articles is important sources of information aboutessential to the acquisition of a ‘professional research projects and, possibly, the mostattitude’. Articles published in journals are

important resource for researchers. As may beinvariably refereed, which means that they have

expected, the vast majority of researches carriedbeen selected as being of high quality and this

out in the field of art education have been car-quite often implies having reached a high stan-

ried out in universities or other educationaldard of reporting as well as the research topic

institutions. Typically, educational researchbeing of some importance. Most research

databases collate various kinds of informationreports published as articles are by experienced

about research projects such as dates of com-researchers working in education or pro-

pletion, the institutions in which they were car-fessional practice. However, not many journals

ried out and the awards for which they werepublish research reports and, as only a small submitted. Some databases include abstracts ofproportion of the many articles submitted are the researches. Searching research databases isselected for publication, only relatively few crucial to the demonstration of a ‘professionalresearch articles are ever published. Further-

attitude to research’ as also is ensuring thatmore, because of the limitations imposed by

one’s own research is included in appropriatejournal publication, articles usually are only

databases. Almost all databases are now avail-summaries or distillations of research reports

able in computerised forms which facilitateand much of the detail is, of necessity, omitted.

search and retrieval.It cannot be taken that a search based on art-

The main educational research databases areicles published in journals will give comprehen-

published in north America and the Unitedsive or adequate coverage of completed

Kingdom. Some of the best known lists are theresearch.

Index to Theses (UK); Dissertation AbstractsInternational (USA); Masters Abstracts Inter-

Dissertations and theses national: A Catalog of Selected Theses on Micro-film (USA); Master’s Theses in Education (USA);The largest volume of research reports is in the

form of dissertations or theses completed as and Canadian Theses (Canada). These data-bases are enormous and searching them forpart of the requirements for academic awards.

These research reports are a major resource for entries specifically relevant to art education,even using computer technology, is a laboriousresearchers, particularly as many of the students

submitting their dissertations or theses have task, to say the least. As such searches are anecessity to researchers, the generation of data-benefited from working in institutions which

are at the cutting edge of knowledge. In gen- bases specifically concerned with art educationhas a high potential of supporting the develop-eral, most dissertations or theses demonstrate

high standards resulting from close supervision ment of ‘professional attitudes to research’.and critical evaluation and assessment and

Art education research databases: United Kingdomsatisfy stringent requirements for the sub-mission of research reports. However, because Various national databases of research in art

education have been produced in the UK. Theof the regulations laid down by academic insti-tutions, the majority of dissertations and theses first database, the Index of British Studies in Art

Education [Allison, 1974], consisted of data onare not published and access to them is determ-ined by the access rules of the institutions. the 274 projects completed in the UK up to that

time. The next database consisting of almostDetails about accessibility and availability of thedissertations or theses is essential information 1000 projects was the Index of British Studies

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214 BRIAN ALLISON Profess ional Att itudes to Research in Art Education

in Art and Design Education [Allison, 1986], Australia [Allison, Hammond and Reade, 1995]is its breadth, and it includes research projectswhich, although published in book form, couldin music, dance and literature as well as in vis-not have been assembled without the aid ofual arts education. The Australian database willcomputer technology. The third database, theeventually include research carried out acrossAllison Research Index of Art and Designthe vast geographic area of the Pacific rim.[ARIAD Allison, 1992], was developed in collab-

The publication of the national databases inoration with the major UK national bodies forthe UK was designed to contribute to the devel-art and design. It included over 2000 studies inopment of a ‘professional attitude to research’;all the disciplines of art and design as well asan intention which also led to the publicationin art education, in professional practice as wellof a similar database in Australia. By bringingas in academia and was published in book formtogether data on research from all sources, thatand on computer disc. This database, whichis, from dissertations and theses as well as thosecomprised data on Research Projects, Researchreported by experienced researchers in theInstitutions and Research Resources, capitalisedform of conference papers and published art-on the powerful search and retrieval facilitiesicles, it was hoped the ARIADs would enableoffered by computer programs.researchers ensure that their researches wereThe second edition of the ARIAD was pub-grounded in the contexts of earlier work.

lished in 1996 on CD ROM, accessible to bothReciprocally, the ARIADs were intended to pro-

Macintosh and PC Windows. This database con-vide vehicles through which researchers could

tains data on well over 3000 research projectsinform others of their work.

and, whereas the earlier indexes consistedentirely of text, the CD ROM enabled theinclusion of images. The inclusion of imagesrepresents a major breakthrough in the storage Summaryand retrieval of information about research inart and design. Research is a particular but common pursuit

The ARIAD is held by all the major art and and, in one form or another, pervades all levelsdesign institutions in the UK and has become of education. Personal and professionalan accepted part of the national art and design research, although similar in some respects,research culture. Not only is it seen as an essen- have different perspectives and responsibilities.tial resource for researchers and research stu- Research within professional practice isdents, it is also a barometer of research activity required to be rigorous and systematic and con-at institutional and national levels. As a show- form to accepted standards in practice andcase for UK research, it has been shown to be reportage.of some considerable value to art educators in It has been argued that the adoption of ‘pro-other countries. Consideration is now being fessional attitudes to research’ is essential to thegiven to the possibilities of making the next edi- future of art education. A ‘professional attitudetion of the ARIAD accessible on-line through to research’ recognises the need to build upon

and acknowledge earlier research and to reportthe Internet and extending it to include researchthe outcomes of research to others. There is nocarried out in other European countries.doubt that being able to characterise researchin art education as exemplifying a ‘professionalArt education research databases: Australiaattitude to research’ will make a substantial con-

A similar national database has been developed tribution to development of the field as ain Australia in collaboration with the University mature discipline.of Melbourne. An important feature of the Alli-son Research Index of the Arts and Design –

Brian Allison

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215BRIAN ALLISON Professional Attitudes to Research in Art Education

References

Allison, B. (1974). Index of British Studies in Art Edu- Canadian Theses/Theses Canadiennes. (1995).(Microfiche). Ottawa, Canada: National Librarycation. Leicester, UK: Leicester Polytechnicof CanadaAllison, B. (1986). Index of British Studies in Art and

Design Education. Aldershot, UK: Gower Press. Dissertation Abstracts International. (1996). (CD-ROM). Ann Arbour, Mich. University MicrofilmsISBN 0.566.03556.1InternationalAllison, B. (1992). Allison Research Index of Art and

Design. (Disks) Leicester, UK: Leicester Expertise Index to Theses accepted for higher degrees in theuniversities of Great Britain and Ireland. (CD-Ltd. ISBN 0.94899.783.4ROM). London, UK: AslibAllison, B. (1996). Allison Research Index of Art and

Design. Second edition. (CD ROM). Leicester, UK: Masters Abstracts International: A Catalog of SelectedMasters Theses on Microfilm. (1996). (Microfilm,ARIAD Associates. ISBN 0.9524507.5.5CD-ROM). Ann Arbour, Mich. University Micro-Allison, B., Hammond, G. and Reade, G. (1995). Alli-films Internationalson Research Index of the Arts and Design - Aus-

tralia. (Disks). Leicester, UK: ARIAD Associates. Masters Theses in Education. (1995). Cedar Falls,Iowa: Masters Theses DirectoriesISBN 0.9524507.4.7

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