Methodology...

 Methodologies task is to provide a strategy for the researcher to answer the question"how shall we determine which method is appropriate?" Biggs (2004)  

MichaelA R Biggs "Learning from Experience: approaches to the experiential componenetof practice-based research" in:

 Forskning, Reflektion, Utveckling.

Stockholm,Vetenskapsrådet, 2004, 6-21.

more on practice led vs practice based

Practice led and its affiliated terms are used to make two arguments which are often overlapping and interlinked.
That creative work is a form of research and generates detectable research outputs
creative practice (the training and specialised knowledge that creative practitioners have and the process that they engage in when making art-) Can lead to specalised research insights which can then be generalised and written up as research.
the first argument emphasises creative practice in itself while the second highlights the insights, conceptualisation and theorisation  which can arise when artists reflect on and document their own practice. Candy (2006) helpfully uses the term practice based and practice led to distinguish between these different emphases. For hear, in practice based research the creative work acts as a form of research, whereas practice led research is about practice leading to research insights.

Smith, H., & Dean, R. (2009). Practice - led Research,research led practice in the creative arts. (H. Smith, & R. Dean, Eds.) Edinburgh: Edinburgh University Press.

practice centered vs practice based vs practice led

 There are two types of practice related research: practice-based and practice-led:
1. If a creative artifact is the basis of the contribution to knowledge, the research is
practice-based.
2. If the research leads primarily to new understandings about practice, it is practice-led.
Practice-based Research is an original investigation undertaken in order to gain new
knowledge partly by means of practice and the outcomes of that practice. In a doctoral thesis,
claims of originality and contribution to knowledge may be demonstrated through creative
outcomes in the form of designs, music, digital media, performances and exhibitions. Whilst
the significance and context of the claims are described in words, a full understanding can
only be obtained with direct reference to the outcomes.
Practice-led Research is concerned with the nature of practice and leads to new knowledge
that has operational significance for that practice. In a doctoral thesis, the results of practice led
research may be fully described in text form without the inclusion of a creative work. The
primary focus of the research is to advance knowledge about practice, or to advance
knowledge within practice. Such research includes practice as an integral part of its method
and often falls within the general area of action research.


 Linda Candy (2006) Creativity & Cognition Studios
http://www.creativityandcognition.com University of Technology, Sydney


In the review of the literature, which uses the aforementioned terms, the terms arts based
research’, ‘practice-based research’, ‘practice-led research’, ‘practice-centered
research’, ‘studio-based research’ are more or less used synonymously. For example
Douglas et al (2000, p.2) points out that:
In the UK and the US respectively, the terms practice-based research and arts based
research have been used to describe the kind of degree that includes both
a creative work as well as a written thesis.
The term ‘practice-centred research’ has also been used within a framework describing
the research process, often with an accompanying argument to describe its inherent
integration within creative practice. Saikaly (2004, p.7) describes practice-centred
research through design ‘as a form of research’ whilst Wallace and Press (2003, p.3)
locate it within the context of methodology.

visual artist-researchers are able to draw upon visual methods to undertake research inquiry as part of their practice (Sullivan 2005, p.17-19):

Kristina Niedderer and Seymour Roworth-Stokes (2007) THE ROLE AND USE OF CREATIVE PRACTICE IN RESEARCH AND ITS CONTRIBUTION TO KNOWLEDGE
proceeding of IASDR 2007

Reading list for Researching Children

Researching Children via Johnny Saldana on Method Space (Sage)

Christensen, Pia, and Allison James. Research with Children: Perspectives and Practices, second
edition. New York: Routledge, 2008.
Collection of essays about theoretical and social dimensions of researching children; includes chapters on working with children in war-affected areas, street children, and the disabled.

Fine, Gary Alan, and Kent L. Sandstrom. Knowing Children: Participant Observation with
Minors. Newbury Park: Sage Publications, 1988.
Monograph on the techniques and ethical issues of research with preschoolers through adolescents.

Freeman, Melissa, and Sandra Mathison. Researching Children’s Experiences. New York: Guilford
Press, 2009.
Superior, straightforward survey of researching children from a constructivist perspective.

Graue, M. Elizabeth, and Daniel J. Walsh. Studying Children in Context: Theories, Methods, and
Ethics. Thousand Oaks, CA: Sage, 1998.
Overview of methods of social science research with children; includes sample studies and excellent advice through all stages of the research process.

Greene, Sheila, and Diana Hogan. Researching Children’s Experience: Approaches and Methods.
London: Sage, 2005.
Excellent chapters on qualitative research with children, from interviews to participant observation to arts-based methods.

Greig, Anne, and Jayne Taylor. Doing Research with Children. London: Sage, 1999.
Overview of classic/traditional and contemporary methods of data gathering from children; focuses primarily on preschool and younger children; excellent theoretical overview.

Hatch, Amos, ed. Early Childhood Qualitative Research. New York: Routledge, 2007.
Collection of essays including digital video, action research, focus groups, etc. in research with young children.

Heiligman, Deborah. The New York Public Library Kid’s Guide to Research. New York:
Scholastic, 1998.
Designed for upper elementary grades, an overview of basic research strategies and tools including the Internet, conducting interviews and surveys, and fieldwork.

Holmes, Robyn M. Fieldwork with Children. Thousand Oaks, CA: Sage, 1998.
Practical advice on interviewing and observing children and gaining entry to their world. Focuses on how gender interplays with rapport.

Lancy, David F., John Bock, and Suzanne Gaskins, eds. The Anthropology of Learning in
Childhood. Walnut Creek, CA: AltaMira Press, 2010.
Outstanding chapters on how children from various cultures "learn," in its broadest sense; rich concepts yet written in accessible language; not a "how to" book, but an exceptional model for documenting participant observation.

Mukherji, Penny, and Deborah Albon. Research Methods in Early Childhood: An Introductory
Guide. Lonson: Sage Publications, 2010.
Readable overview of quantitative and qualitative research design approaches to research with young children; emphasizes British perspectives, but applicable to U.S. youth.

Tisdall, E. Kay M., John M. Davis, and Michael Gallagher. Researching with Children & Young
People. London: Sage Publications, 2009.
Superior collection of methods and case study profiles for designing and conducting research with children; geared toward UK programs, but still has relevance for US readers.

touch points or experience clues

Touch points = key moments or events that stand out for those involved is crucial to their experience . Intensely personal points on the journey one is touched emotionally or cognitively  in some indelible way. (Bate & Robert, 2007) Some (Berry , Wall and Carbone (2006) also call these  experience clues                                                                                                                                                                     Add this article to the reading list;  Making emotional connections through Participatory Design by Gage and Kolari (2002)

ceiling illumination in the Children’s Museum of Pittsburgh

from Make  the peggy 2 available here at evil mad science

more on the reading list, there seems to be a theme developing..

• Boscoe: Evaluation of interactive video (1986) 
• Pine, J. and Gilmore, J. (1999) The Experience Economy, Harvard Business School Press, Boston.
• Edmonds, E.A., Bilda, Z. & Muller, E. 2009, 'Artist, evaluator and curator: three viewpoints on interactive art, evaluation and audience experience', Digital Creativity, vol. 20, no. 3, pp. 141-151.