I was really pleased that all the students who were in attendance consented to be part of the research: about 15 students.
These were the responses.
What is research?
Oral responses when analysing their peers first responses.
‘It expands our minds’
‘I think it can be broad – doesn’t have to be capped to a theme.’
‘Art can be research, yes, but also literature, history. Research is broad so, sure, it can be art.’
‘The key word is ‘observation’. Some people observe through body and mind, some theory and picture…’
‘It has links – that’s how research usually goes – you have leads that you follow.’
‘There’s a lot of humanity to research. Who controls the narrative is always a person. Who told that story and what can you get from it?’
‘‘Belief’ is a part of research.’
‘It’s a point where you want to get deeper in.’
‘It’s based on your person’
‘Other people’s discussions (?) I’m on the fence! I disagree – it’s more factual. Or maybe it’s more subjective! I did sociology and we did different research. Previously I said factual like going online, but sometimes it’s…’
‘…Immersing yourself in a culture?’
‘Yeah. For example we learned about a policeman who went undercover to find out about a gang.’
How does research take place?
Oral responses analysing peers’ first responses
‘Some people with disability might not find it easy to go on a site visit and stay alert. How can it be made accessible?’
‘Reading a book could be more inspiring than looking at an art work – that’s what I’ve found.’
‘You identify what you’re interested in first’
‘Drawing/ using your body’
‘Yes I agree anywhere/ anytime – we’re doing research now today.’
‘Interesting about individual and collaborative. Different people interpret different things differently.’
‘Say you went out into nature or something and you looked at lots of plants and then drew them. Would that be research or exploration?’