2.2 situating the thesis in
research context
2.2.1
Practice-based method in the humanities
2.2.2. “Practice-based
method”. Choice of term
The term “synthetic-analytic method” is appropriate
to describe the double practice of synthesis (the composition
or combination of parts or elements so as to form a whole) and
analysis (separation of a whole into its component parts) present
in Extended.
May be even more appropriate, is Aaberge, Morrison and Skjulstad´s
term “performance-based research”, realised through
processes of performing stretching from “researching the
process and performance to communicating the project in digital
arenas” (Morrison 2004:2).
Although I find “synthetic-analytic method” appropriate
and clarifying as it emphasises the dynamic between theory and
practice, and the research design of this thesis has obvious connections
and similarities to the “performance-based researc”
of Ballectro,
I have chosen to use the term “practice-based method”.
Well aware that “practice-based method” refers to
a broader field that may not be particular collaborative nor experimental
(e.g. practice-based healthcare-education, Jarvis 1999) and that
the choice of term may dissemble the twofoldedness or double practice
of practicing and
theorising, “practice-based method” is the applied
term in this thesis as it calls attention to the distinctive feature
practice.
Furthermore, “practice-based method” consolidates
this thesis definition of method to the exploratory field of art
and design where “practice-based” may be said to be
the applid term according to central litterature on research in
art & design (e.g. the conference series and journal Research
into Practice). Even if the field of art and design addresses
practice-based method from the other side, that is not inquiring
but rather defending
the potential of practice, there are equal problems of conceptualising
the different potential and possible dynamic of theory and practice
when art and design become research (see for instance Arts and
Humanities Research Council´s review
of research assessment).
I have applied the term “method” rather than “research
design” of the same reason. That is to associate the method
covered here to practice-based method of art and design. However,
bearing in mind my introductory passage on method, the term “method”
is to be understood as the open concept “research design”
and not to be construed as varied associations of “systematic
approach” to knowledge. By “method” I may in
addition avoid the specific contexts of either research or learning.
