ABSTRACT
This chapter describes a pedagogical strategy for introducing early-stage artist researchers to methodology and to the challenge of disclosing method choice within their doctoral learning process. After contextualising the discussion of method in debates on research by artists and the doctorate in particular, the chapter then proceeds to describe and problematise this approach to teaching research methodology that has been developed in diverse institutional and disciplinary settings. The basic premise of this approach is that discourses on method have a genealogy that encompasses a very diverse range of artistic and scientific practices. Hence, the analysis attends to the entanglement of speaking and doing as a problem of the rhetoricisation of practice. In identifying possible ways of modifying the pedagogical strategy for the future, the potential of the group critique and analysis session as a pedagogical instrument is indicated.
