Arts education inquiry uses some similar methods and purposes to conventional scientific research (Marshall, 2010). Art professionals are as serious critical thinkers as in any other field. They seek to break away from the orthodox notion of making art understood only as aesthetics and imagination (Marshall, 2104; O'Donoghue, 2009; Sullivan, 2006). Graeme Sullivan (2014) has studied this topic for many years: “I have long argued that artists can and do play a unique role within research communities in educational, social and cultural contexts through how their creative practices and criticism can actually transform human understanding” (p. 278). Benefiting from a shift from the restrictive research methods used in the sciences, art practice research allows the practitioner to use their imagination and freedom to explore other ways of gathering and collating data (Marshall, 2007; Sullivan, 2006). Rolling states (2010), “Arts-based curriculum creation has the flexibility to arise from traditional, objective-based Tylerian curriculum architectures or to descend from non-traditional practice-based pedagogies” (p. 111). Marshall states that research into artistic practice is about how we identify ourselves, perceive each other, communicate and solve problems and considers this a phenomenon of inquiry (p.. 13).