Is it just me, or are there others who look at the academic world and encounter very often (almost always?) ‘hard facts’ intended to show us whether our teaching is effective? These include things like failure rates or student evaluations. Somehow, these hard facts just aren’t satisfying. Surely, there must be more than just hard data to investigate, analyse, and reflect on student learning.
For some time now, I have been interested in alternative ways of collecting and analysing data. A few years ago, I came across arts-based research (ABR) and found an approach that resonated with me immediately. The unconventional way of thinking and the unique methodology fascinated me from the very start.
While attending EuroSoTL 2025 in Groningen, I realized that there are several other educators who appreciate this alternative mindset of ABR. I had many inspiring conversations that left a lasting impression on me. During the conference the idea matured: there should be a dedicated space to bring together everyone interested in ABR.
When I saw the call for the formation of Special Interest Groups (SIGs), I delighted. When my application was proved successful, I was somewhat surprised by how quickly several educators reached out. To break the ice during our first meeting, everyone brought one item that held a special meaning for them. I still vividly remember a coffee mug with a puffin or a very cute dog.
Even during that first meeting, it became clear to all of us that ABR and SoTL complement each other perfectly. We all agreed: ABR isn’t just about ‘adding a picture’ to a study. It is an innovative methodological mindset, that utilizes artistic processes to produce, reflect upon, and analyse knowledge. This can involve painting, performance, dance, poetry, or photography; there are no limits to the creativity involved in choosing a method. However, we soon agreed, ABR is not arbitrary. It remains the researcher’s responsibility to rigorously evaluate methods, select those best suited to the central research question, reflect on these choices, and integrate them meaningfully into the research process.
In the aftermath of that first meeting, I tried to organize my thoughts. It struck me that ABR makes the invisible visible. Many learning processes occur on an emotional or intuitive level. ABR offers fresh access points, revealing nuances that traditional research may overlook or fail to capture. Then, I realized that ABR opens up new perspectives. Art has the power to disrupt routines. In an ABR process, levels of abstraction become possible that traditional methods might not highlight. According to our discussion, ABR also democratizes the research process. It breaks down hierarchies. Students experience research not as something conducted on them, but with them.
As we moved forward and held further meetings, we already deepened our discussions and had the opportunity to discover several exciting ABR projects – focusing, for example, on the benefits of ABR for community building. In future meetings, we intend to further enrich our discussions and provide one another with even more profound insights into planned, ongoing, or completed ABR projects. Through this mutual exchange, many concepts have gained clarity, and new research ideas have begun to crystallize.
We invite everyone who has already engaged with ABR – in any capacity – or who has a fundamental interest in the topic. We meet on a ‘regularly irregular’ basis and look forward to all who wish to join. You can present your own research or visit us as an interested person. An own presentation is by no means a prerequisite for participation.
Get involved: If you would like to join us, please contact Dr. Theresa Valentin (theresa.valentin@uni-muenster.de).
