This article aims at introducing arts-based research method and a/r/tography methodology in particular. A/r/tography is a methodology that suggests exceeding limits continuing to develop in the framework drawn with its own principles without denying traditional research methods. In a/r/tographic research, unlike quantitative and qualitative methods, we can see that principles such as formulation of questions within the process to create meaning and use of art making as data for inquiries are in place as opposed to proposing questions to be answered by following certain series of fixed rules and the research report format is developed in a way to avoid damage to the artistic spirit of the research carried out. Sample research studies investigated indicate that, such approach allows significant space for the researcher who is both an artist and an educator, to enjoy freedom. Various research studies have been carried out internationally on this methodology developed in the beginning of 2000s, by A/R/T/S Research Group in University of British Columbia, Canada; however, limited field literature can be found in our country. In this context, it is hoped that this article, which is a qualitative study based on document analysis, will contribute to the field of visual arts education on a theoretical level.