, Honorato Dalila, Zaretsky Adam, Chalkou Maria, Dragona Daphne, Tsiridou Tania, Rovithis EmmanouelThis research module focuses on the planning and resourcing of students’ art research proposals, with guidance on projects’ objectives and strategies. Each student is requested to present their project work through a self-directed program of guest artists, curators, writers, academic specialists and/or institutions facilitated by the student. Students can also get hands-on experience of exhibition-making and collaborate in publication projects by assisting on the production of the Audiovisual Arts Festival and on the research developed by the PEARL and InArts Laboratories.
The course follows a structured progression through weekly online mentoring meetings between students and assigned academic advisors, chosen according to research alignment. Individual guidance is complemented by participation in the Winter School, which provides opportunities for workshops, seminars, peer exchange and practical experimentation in hybrid arts methodologies. During the semester, students work towards four milestones: (a) a finalized research project proposal; (b) research ethics clearance documentation; (c) the design and facilitation of a 60-minute Winter School workshop; and (d) an academic poster communicating their research proposal development. The poster may be presented within the context of the Digital Culture & Audiovisual Challenges conference and Audiovisual Arts Festival.
These activities, including the collaborative preparation, design and facilitation of DIWO–DIY workshops and the development of academic posters, constitute an integral part of practice-based education, encouraging students to translate their research into participatory learning-through-teaching experiences. They also offer internship-like professional experience within an artistic, educational and research environment, allowing students to apply their knowledge, develop practical skills, and cultivate critical thinking and ethical reasoning through engagement with real-world artistic projects.
Upon the successful completion of the course, the students should be able to:
1. Develop comprehensive and well-structured art research proposals, demonstrating methodological rigor and critical engagement with foundational texts. Translate artistic research questions, methodologies and findings into clear educational objectives and participatory learning experiences.
2. Prepare and submit research ethics clearance documents, applying ethical principles to the design and implementation of their projects.
3. Design and prepare a DIWO–DIY workshop with a coherent 60-minute plan, learning outcomes, activities, resources and feedback methods. Facilitate collaborative, inclusive and learner-centred experiences that encourage peer-to-peer learning, critical dialogue and collective experimentation. Evaluate workshop preparation and facilitation through reflective documentation, participant and peer feedback, and critical ethical reasoning concerning accessibility, participation and power relations.
4. Apply principles of visual communication in the preparation of an academic poster, effectively presenting their research proposal developments. Develop research communication materials, including academic posters and workshop resources, that are clear, accessible and appropriate for interdisciplinary audiences.
5. Collaborate in interdisciplinary contexts, contributing to exhibition-making, publications, or academic/artistic events, and integrate critical perspectives into their research practice.
The course includes the following topics:
1. Research Proposal Development I – Guidance session (videoconference). Initial project mapping and aims.
2. Research Proposal Development II. Check-in (text-based). Literature review and methodology design.
3. Research Proposal Development III. Guidance session (videoconference). Drafting proposal and refining research questions.
4. Ethics Preparation – Check-in (text-based). Drafting and submitting ethics clearance forms.
5. Winter School Workshop I – Guidance session (videoconference). Workshop concept, structure, and learning goals.
6. Winter School Workshop II – Check-in (text-based). Designing activities and resources.
7. Winter School Workshop III – Guidance session (videoconference). Rehearsal, peer feedback, and adjustments.
8. Exhibition-Making (Optional Enhancement) – Check-in (text-based). Exploring collaborative exhibition or curatorial opportunities.
9. Collaborative Publication (Optional Enhancement) – Guidance session (videoconference). Exploring formats and contributions.
10. Poster Development I – Check-in (text-based). Drafting academic poster content and visuals.
11. Poster Development II – Guidance session (videoconference). Refining design and peer review.
12. Presentation Preparation – Check-in (text-based). Final rehearsal and reflection.
13. Final Symposium & Presentation – Evaluation session (videoconference). Student presentations of posters and reflective reports.
- Suggested bibliography:
Biggs, M., & Karlsson, H. (Eds.). (2010). The Routledge companion to research in the arts. Routledge. https://doi.org/10.4324/9780203841327
Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. University of Chicago Press.
Gilbert, A. (Ed.). (2016). Publishing as artistic practice. Sternberg Press. https://www.sternberg-press.com/product/publishing-as-artistic-practice/
Hughes, P. (2015). Exhibition design: An introduction (2nd ed.). Laurence King Publishing.
Laws, C. (Ed.). (2020). Performance, subjectivity, and experimentation. Leuven University Press. https://doi.org/10.11116/9789461666154
Parker, P. (2018). The art of gathering: How we meet and why it matters. Riverhead Books. https://www.penguinrandomhouse.com/books/319055/the-art-of-gathering-by-priya-parker/
Punch, K. F. (2000). Developing effective research proposals. SAGE Publications.
Reilly, M. (2018). Curatorial activism: Towards an ethics of curating. Thames & Hudson.
- Related academic journals:
Journal for Artistic Research (JAR)
Journal of Visual Art Practice
Student-centred distance learning through synchronous online mentoring, guided independent research, research proposal check-ins, workshop planning, rehearsal and facilitation, peer-to-peer feedback, reflective discussion, and participation in the intensive Winter School. Activities combine artistic research practice with participatory pedagogical design and critical reflection.
Video conferencing, online collaborative workspaces, shared research documentation, learning-platform communication and digital tools for the design of accessible workshop materials and academic posters.
Research Proposal Development (finalized project proposal + ethics clearance forms): 35%
Evaluation based on clarity of research questions, methodological rigor, critical framework, and successful submission of ethics documentation.
Winter School Workshop (design and facilitation of a 60’ session): 25%*
Evaluation of workshop concept, structure, learning objectives, and effectiveness of facilitation.
Academic Poster (visual communication of research proposal developments): 20%**
Evaluation of clarity, visual design, and ability to synthesize complex ideas for academic/artistic audiences.
Collaborative Engagement (contributions to exhibition-making, publications, or symposium activities): 15%
Evaluation of teamwork, initiative, and quality of contribution to collective projects.
Presentation and Reflective Participation: 5%
Evaluation of final presentation, critical reflection on research process, and engagement in peer feedback.
*The rubric below defines the assessment of the workshop component (25% of the final PORT course grade). Each percentage refers to the internal weighting of that component.
Research-to-teaching translation: 20%
Research question and methodology coherently translated into educational content and achievable learning outcomes.
Pedagogical design and preparation: 20%
Purposeful 60-minute session structure, learning outcomes, materials, timing and feedback methods.
Workshop facilitation: 25%
Clear instructions, active learning, time management, responsive guidance and participant engagement.
Critical ethics, accessibility and inclusion: 15%
Accessible activities; respectful and informed participation; awareness of power dynamics and participant agency.
DIWO–DIY collaborative methodology: 10%
Meaningful opportunities for shared making, experimentation, co-creation and peer learning.
Reflection and evaluation: 10%
Evidence-based reflection, peer/participant feedback and an articulated improvement plan.
**The academic poster component retains its 20% course weighting. Assessment considers: clarity of the research argument and evidence (35%); accessible visual hierarchy and legibility (25%); effectiveness for an interdisciplinary educational audience (25%); and critical response to peer feedback and revisions (15%).
Art Project Support
