Abstract

This article describes my experiences teaching the graduate research course, “Research Survey,” where I used an artfully imagined assignment focused on the development of theoretical frameworks. Through practitioner and arts-informed inquiry, I explore how students reflected and made sense of their theoretical frameworks by creating three-dimensional miniature spaces. This inquiry seeks deeper understanding of the usefulness of arts- and image-based practices in student and teacher negotiation of complex knowledge formation in higher education contexts. The goal of the research is to answer the question: How might the creation of three-dimensional miniature spaces allow students to develop and understand their theoretical research frameworks?