Abstract
This article presents an innovation in art therapy research and education in which art-based performance is used to generate, embody, and creatively synthesize knowledge. An art therapy graduate student's art-based process of inquiry serves to demonstrate how art and performance may be used to identify the research question, to conduct a process of data analysis, and to embody and perform achieved learning. Performing art-based research bridges thinking and action and brings tacit knowing and new awareness to life.
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