Investigation of art education uses some methods and goals similar to conventional scientific research (Marshall, 2010). Art practitioners are serious critical thinkers, just like in any other field. They seek to break with the orthodox notion that artistic creation is limited to aesthetics and imagery (Marshall, 2104; O'Donoghue, 2009; Sullivan, 2006). Graeme Sullivan (2014) has been researching this topic for many years: “I have long argued that artists can and do play a unique role within research communities in an educational, social and cultural context through the way in which their creative and critical practices can indeed transform human understanding” (p. 278). The benefit of moving away from restrictive research methods used in the sciences, research into artistic practices allows the practitioner to use their imagination and freedom to explore alternative ways of gathering and collecting data (Marshall, 2007; Sullivan, 2006). Rolling States (2010), “Arts-based curriculum development has the flexibility to spring from traditional Tylerian goal-based curriculum architectures or to flow from non-traditional practice-based pedagogies” (p. 111). Marshall states that research into artistic practices is about how we identify, perceive each other, communicate and solve problems and considers this a phenomenon of investigation (p.. 13).