Abstract
Art-based research (ABR) provides a means by which an artist can inquire into her own practice of artmaking, and thus acquire new knowledge and insights (Barone & Eisner, 2012; Finley, 2008; Smilan, 2014, unpublished; Sullivan, 2005). In this art-based action research study, art-based educational research (ABER) methods were integrated into a high school darkroom photography course. The inquiry questions that guided this study were "What is the impact of incorporating ABR methods into a high school art curriculum?", and "How does my own ABR practice inform the implementation of ABER methods in the high school classroom?" My own ABR inquiry question pursued in tandem with students' ABER journeys focused on the question: "How can I explore my connection with horses through artistic inquiry?" Data collection occurred over the period of ten months and included student participant pre-, mid-, and post- questionnaires, journal responses, transcribed critique sessions, artwork, and observations, as well as teacher/researcher journals and artwork. Results showed positive impacts on student learning by engaging in ABR inquiry. Cross-analysis of teacher/researcher and student participant data revealed commonalities among AB[E]R experiences. Two themes constructed through analysis across all data sets were Conditions for Practice and Constructing Knowledge. Categories included teacher influence, community influence, emotional journey, embodied praxis evolving trajectory, enhanced understandings, and reflection. Conclusions were that teachers and students should work toward holistic fusion of the multiple roles they embody as artist/teacher/researcher/person and student/researcher/artist/person. Additionally, ABR methods are highly applicable in the high school setting as they engender transformative learning..