Our project is concerned with bringing practice-based research through the arts into education. Its focus is finding ways to support education practitioners from all disciplines, professions and organisations to use the arts to conduct high quality research that is based primarily through practice rather than text. We are proposing developing a module (level 7) designed to encourage a wide range of education practitioners to conduct practice-based research through the arts, enabling them to develop innovative new means to explore and enhance teaching and learning, as well as their professional subject development. Although a significant number of cultural organisations are conducting practice-based research in the arts, it is rare to find this kind of research and reflection in the educational disciplines such as mainstream education, youth, social and health care, business, maths, science and engineering education. Arts practices can have a significant impact on education research; for instance, drama, music, dance and visual arts can be used to: understand how learners internalise mathematical concepts, reflect on how decisions are made in the midst of action in leadership education, or investigate the use of the intuitive alongside the rational and analytical in the educational experience of engineering students. These and many other methods of arts-based research can be used as a lens to provide unique insights into the learning processes that lie beyond the scope of conventional text- or number-based educational research.Non-textual arts-based forms of research can provide valuable insights into pedagogical and professional practices not only within the arts but especially when applied to fields that normally lie outside of the arts. Reflection and reflexivity – the subjectivity of the research process are brought to the fore, yielding novel but rich insights into formally familiar practice. Making a photographic installation with dementia patients can be an enlightening experience for both teacher and learner when studying educational impairments; staging critical incidents in theatrical form of the everyday routine of leaders can reveal unquestioned assumptions embedded in practice in executive management education.The project aims to bring together arts based researchers and education practitioners from all disciplines and professions to create a course that equips participants in different spheres to develop innovative research-based creative pedagogies in their different spheres of experience and expertise.