This paper examines the dynamic interplay between creative practice and research in creative education. Building on recent debate around these concepts and following appropriate actions, I underline the importance of locating a suitable methodology to adequately reflect the integrated research process of creative practice in creation as well as a creative learning approach. The study has results, including: (1) the difference, in those conceptions, arguing the role of subject/ object of theory in the creative practice. (2) But sharing similar purpose on intelligence of spiritual development. (3) It is importance of locating a suitable methodology to adequately reflect the integrated research process of creative practice in creation as well as creative learning approach is underlined. The study concluded that, creation, as a versatile form that accommodates multiple experience and knowledge in a single art work, has been proposed as for a “new epistemology”. I propose that the adoption of a performative learning strategy that reflects both the content and context of creative thinking and action can be a productive move, and I put forward alternative routes and references that might practically assist the achievement of just such an aim. Creative discourse integrates learner studio practice into the research process, giving equal weight to the non-verbal (visual, audio) and the linguistic. Creative practice research can make a happy atmosphere for the enhancement of personal and communal creativity, and an exploration of why this is important for the individual and society.