This article explores how a triptych installation serves as a framework for interpreting and rendering enquiry and for expanding notions of arts research. The triptych format brings rigour to enquiry by focusing attention on the properties of the art form, organizing practice openly
and transparently, and demonstrating how it relates to the broad field of arts research. My purpose in invoking this architecture extends to iconographic methods of framing whereby visual representation is a way of teaching about social and cultural activities. In this case pre-service teachers
represented their experiences visually as unfolding, unexpected and uncertain. As an ensemble, the three panels of the triptych featured in this study represent processes, practices and products.
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Document Type: Research Article
Publication date: October 1, 2010
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The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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