, Honorato Dalila, Psarras Bill, Zaretsky Adam, Chalkou Maria, Dragona Daphne, Tsiridou Tania, Rovithis EmmanouelCreative output can be produced, or practice undertaken, as an integral part of the research process. However, the outcomes of practice must be accompanied by documentation of the research process, as well as some form of textual analysis or explanation to support its position and to demonstrate critical reflection. The final outcome, also called dissertation, has approximately 15,000-25,000 words.
The course follows a structured progression through weekly online mentoring meetings between each student and their assigned supervisor, whose research expertise aligns with the student's project. This individual guidance is complemented by participation in the Master Sapience Gatherings (MSG Talks), an online forum held mid-semester in which each MARes postgraduate student delivers an individual presentation of their ongoing research and artistic practice to the broader academic and artistic community. Each presentation (maximum 30 minutes) highlights the student's research questions, methodologies, artistic experiments, progress, and next steps, followed by a Q&A session that provides constructive feedback and critical dialogue to inform the further development of their Master's Thesis.
The Major Project culminates in the completion of the Master's Thesis, which integrates the written research component with the production and public presentation or exhibition of the artistic work. Following the artistic presentation, students undertake a formal thesis defense before an appointed examining committee, during which they critically discuss their research methodologies, theoretical frameworks, creative processes, and artistic outcomes. The public presentation of the artwork and the formal defense are interconnected components of the thesis completion and assessment process.
The Major Project also encourages students to critically reflect on the educational potential of their artistic research, building upon the collaborative and participatory methodologies developed during the Art Project Support course and the Winter School. Through research dissemination, public presentation, peer exchange, and critical dialogue, students explore how artistic knowledge can be communicated, shared, and translated into educational contexts. Where relevant to their research, students may identify applications for participatory learning, workshop development, and research-led artistic education, strengthening their competencies as artist-researcher-educators.
Detailed guidelines concerning the preparation, artistic presentation, submission, examination, and defense of the Master's Thesis are available in the official MARes Thesis Guide: https://avarts.ionio.gr/mares/en/regulations/thesis/
Upon the successful completion of the course, the students should be able to:
1. Demonstrate advanced knowledge of their chosen artistic research field, integrating theoretical inquiry, critical reflection and artistic practice.
2. Independently design, conduct, document and critically evaluate original practice-based artistic research.
3. Integrate theoretical perspectives, research methodologies and artistic experimentation into a coherent and critically informed research project.
4. Present and defend their artistic research within academic, artistic and interdisciplinary contexts, communicating its objectives, methodologies, findings and contributions effectively.
5. Critically respond to creative, methodological and ethical challenges, demonstrating adaptability, reflexivity and innovative problem-solving.
6. Plan, manage and complete a substantial artistic research project within established academic requirements and deadlines.
7. Apply principles of research integrity, critical ethical reasoning, accessibility and responsible artistic practice, including appropriate consideration of participation, consent, authorship and representation.
8. Communicate artistic research to specialist and non-specialist audiences through written, visual, performative and public presentation formats.
9. Critically examine the educational potential of their artistic research, identifying opportunities for knowledge exchange, participatory learning and research-led artistic education.
10. Reflect upon the contribution of their research to contemporary artistic practice, interdisciplinary knowledge production, and potential future educational or professional contexts.
11. Design and deliver accessible presentations of ongoing artistic research, facilitate critical dialogue with interdisciplinary audiences, and engage in reciprocal learning through constructive peer feedback and ethical knowledge exchange.
The course includes the following topics:
1. Tuning the research topics I. Guidance session (videoconference). First report. Identify the research contribution and its potential audiences.
2. Tuning the research topics II. Check-in session (text-based conference). Identify the research contribution and its potential audiences.
3. Literature review and research I. Guidance session (videoconference). Consider relevant critical, ethical, and educational perspectives where appropriate.
4. Literature review and research II. Check-in session (text-based conference). Consider relevant critical, ethical, and educational perspectives where appropriate. Preparation of the MSG Talk, including presentation structure, visual materials, audience considerations, and discussion questions.
5. Data collection and analysis I. Guidance session (videoconference). Mid-term report: sources and reflections. Preparation of the MSG Talk, including presentation structure, visual materials, audience considerations, and discussion questions.
6. Data collection and analysis II. Check-in session (text-based conference). Mid-term report: sources and reflections. MSG Talks: research presentation, moderated discussion, critical dialogue, and peer feedback.
7. Drafting and methodology I. Guidance session (videoconference). Reflect on artistic research as a process of knowledge production and exchange. MSG Talks: research presentation, moderated discussion, critical dialogue, and peer feedback.
8. Drafting and methodology II. Check-in session (text-based conference). Reflect on artistic research as a process of knowledge production and exchange. Reflection on feedback and integration of relevant insights into the ongoing artistic research.
9. Writing and revision I. Guidance session (videoconference). Strengthen critical reflection, research communication, and the articulation of findings.
10. Writing and revision II. Check-in session (text-based conference). Strengthen critical reflection, research communication, and the articulation of findings
11. Writing and revision III. Check-in session (text-based conference). Strengthen critical reflection, research communication, and the articulation of findings.
12. Final revisions, formatting and submission. Guidance session (videoconference). Prepare accessible research communication and the public presentation.
13. Presentation and defense. Evaluation session (videoconference). Final reflective report. Demonstrate the capacity to communicate and critically defend research in dialogue with different audiences.
- Suggested bibliography:
Bovill, C. (2020). Co-creating learning and teaching: Towards relational pedagogy in higher education. Routledge.
Cornelius-White, J. H. D., Motschnig-Pitrik, R., & Lux, M. (2013). Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory. Springer Science & Business Media.
Fung, D. (2017). A connected curriculum for higher education. UCL Press. https://doi.org/10.14324/111.9781911576358
Helguera, P. (2011). Education for socially engaged art: A materials and techniques handbook. Jorge Pinto Books. ISBN 9781934978597.
Kara, H. (2020). Creative research methods: A practical guide (2nd ed.). Policy Press.
Repko, A. F., & Szostak, R. (2016). Interdisciplinary research: Process and Theory. SAGE Publications.
Repko, A. F., Newell, W. H., & Szostak, R. (2011). Case studies in interdisciplinary research. SAGE Publications.
Rolfe, G., Freshwater, D., & Jasper, M. (2010). Critical Reflection In Practice: Generating Knowledge for Care. Red Globe Press.
Schimel, J. (2012). Writing science: How to Write Papers That Get Cited and Proposals That Get Funded. OUP USA.
Winstone, N., & Carless, D. (2020). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.
- Related academic journals:
Technoetic Arts: A Journal of Speculative Research
New Writing: The International Journal for the Practice and Theory of Creative Writing
Journal for Artistic Research (JAR)
Journal of Visual Art Practice
International Journal of Education Through Art
Distance learning through synchronous and asynchronous educational activities, including individual research supervision, online mentoring, research progress presentations, peer-to-peer learning, and independent practice-based artistic research.
The course integrates formative feedback, reflective research documentation, collaborative knowledge exchange, and critical dialogue within academic and artistic contexts. These activities support research-led learning, interdisciplinary engagement, and the development of communication and educational competencies.
Use of digital learning environments and videoconferencing platforms for synchronous and asynchronous teaching, individual research supervision, academic mentoring, and communication with students.
Digital technologies support research documentation, collaborative knowledge exchange, peer feedback, audiovisual presentations, and the dissemination of artistic research.
Particular attention is given to accessibility, research ethics, academic integrity, and the responsible use of digital technologies in artistic research and scholarly communication.
Content and research quality: 20%
Organization and structure: 20%
Academic and scholarly standards: 20%
Conclusion and recommendations: 20%
Defense: 20%
