Course detail

Research work by artistic creation

FaVU-3VPUTAcad. year: 2020/2021

Recognition of the cognitive dimension of artistic creation lies in the very foundation of the concept of doctoral art education. This requirement is also responsible for joining the social role of art - by performing from the ivory tower of artistic myth, as Hans Belting called for it after the end of modern times. The approach of both ways of thinking - artistic and scientific - does not just come from art. From the point of view of science, the current tendencies, such as the turn from representation to performativity, the understanding of scientific activity as a performative act, the turning to language, the experiment, the importance of visual studies, the understanding of imagination as a strategy, the necessity of participation. In the end, both types of activities can be easily and equally described in the digital age as procedures and strategies for collecting and evaluating data. In addition to describing situations where artistic research takes place at the level of technological support of art from the point of view of technological science or the approach of art history, where artistic production is a source of data for theoretical fields, we will focus mainly on the form of artistic research where art activities directly produce research findings as well as research The conclusions are communicable in artistic or hybrid form. The course will focus on specific areas where the artistic and scientific fusion is successful. Describes the strategies of individual projects, including the ways in which scientific and academic institutions allow for the integration of artists, eg in the field of technology and biotechnology, art-lab programs within universities, humanities, disability studies and others (eg publishing and magazine Performance Research, Office of Accessibility at The National Endowment for the Arts, SymbioticA lab at the University of Western Australia, Nature and Technology Lab, School of Visual Arts, New York, BiofiliA at Aalto University in Helsinki).

Learning outcomes of the course unit

Students will become acquainted with the historical roots of the term artistic research.
They will become acquainted with its current form and institutional anchor.
This seminar should lead to a critical approach to the possibilities offered by artistic research, and in this way help students to work on their own projects.
Learning outcomes of the course unit is also mutual exchange of information and approaches from individual students from presentation of their methods.
Anouncement of available grant calls will be also part of practical training of this course.




Not applicable.

Recommended optional programme components

Not applicable.

Recommended or required reading

Estelle BARRETT – Estelle and Barbara BOLT (eds.), Practice as Research: Approaches to Creative Arts Inquiry. London; New York: I.B. Tauris & Co Ltd, 2007. (EN)
Bruce BARTON – Melanie DREYER-LUDE – Anna BIRCH. Mediating Practice(s), Performance as Research and/in/through Mediation. Experiments and Intensities Series. Winchester, UK: University of Winchester Press, 2013. (EN)
Henck BORGDORFF, The Conflict of the Faculties: Perspectives on Artistic Research and Academia. Leiden: Leiden University Press, 2012. (EN)
Corina CADUFF – Fiona SIEGENTHALER – Tan WÄLCHLI (eds.), Art and Artistic Research. Zurich: University of the Arts, 2010. (EN)
Melissa CAHNMANN-TAYLOR – Richard SIEGESMUND (eds.), Arts-Based Research in Education: Foundations for Practice. New York: Routledge, 2008. (EN)
John FREEMAN, Blood, Sweat & Theory: Research Through Practice in Performance. Oxfordshire: Libri Pub., 2010. (EN)
Carsten FRIBERG – Rose PAREKH-GAIHEDE – Bruce BARTON (eds.), At the Intersection Between Art and Research: Practice-Based Research in the Performing Arts. Malmö, Sweden: NSU P, 2010. (EN)
Patricia LEAVY, Method Meets Art: Arts Based Research Practice (2nd Edition). New York: The Guilford Press, 2015. (EN)
Robin NELSON, Performance as Research in the Arts. Houndmills, Basingstoke, Hampshire: Palgrave, 2013. (EN)

Planned learning activities and teaching methods

The basic method is a lecture with a multimedia presentation, complemented by a discussion. The supplementary method is a questionnaire challenge to the students, which they then present orally and in writing.

Assesment methods and criteria linked to learning outcomes

Doctoral exam.

Language of instruction


Work placements

Not applicable.

Course curriculum

1) Introduction to the subject - introduction to some sociological research methodologies, examples of border projects between science and art
2) To actively find topics for research - we will prepare some topics in advance, but the main emphasis will be on the topics of student development. Our endeavor is for the results of the course to be useful to students in person and for their work
3) Gradual work with topics, setting up working groups, field work, collection of material
4) Presentation work - presentation in written form, in the form of articles and texts, visualized, possibility of exhibition


The aim of the course is to acquaint students with the current state of the relationship between the scientific research approach and the artistic creation. On successful examples from both the Czech Republic and abroad, we will try to identify the basic conditions that are necessary to achieve full respect for artistic creation as a form of scientific work.

Specification of controlled education, way of implementation and compensation for absences

Compulsory seminars.

Classification of course in study plans

  • Programme VUD Doctoral

    branch VUUP_DP4 , 1. year of study, summer semester, 0 credits, compulsory

  • Programme VUD Doctoral

    branch VUUP_DK4 , 1. year of study, summer semester, 0 credits, compulsory

Type of course unit