Abstract
This contribution deals with the issues of complexity of the field of action research in the AMASS project and shows the richness of possible research methods within phenomenological/interpretive frame. During the Testbed conducted by Charles University research group, it became necessary to develop a practical guide, or a scaffold, which unifies the procedures of experiments performed in different environments with different participants from marginalized communities, schools and museums. Thus research sessions aimed at creating regular sets of primary documents and standard methods of their analysis. Using methodological step-by-step protocols of collecting data (ethnological material) and the application of an unorthodox intrusion of artistic thinking during analytical sessions represent a combination of "loose and strict thinking" (Bateson 1972) and applying Peircean abduction as a "slow procedure" of continuous shifts between descriptive and theoretical orientation to the data (Streeck, 2017) which may bring emancipatory effects for participants. We wonder if a set of protocols could serve as a useful tool, a source of evidence and emancipation capacity for researchers in the field of art education, MA and PhD diploma students, reflective art educators, reflective practitioners and other interested party?
Examples of research protocols will be taken from 3 variants of experiments, against the background of Pilot AMASS, Transforming Tate Learning and previous research NAKI CU Prague (Action research in the Museum of Art). Images will be taken from Testbed experiments: Working with the Deaf Community, Roma children, a suburban school.