The authors of this article use data produced in a collaborative community arts group in BC Canada as a way to think about validation in arts-based educational research (ABER). As Lather attempted to find middle ground between "rampant subjectivity" and "pointless precision" in research, she (1986) suggested that studies with an ideological or critical agenda might be validated by their catalytic potential--the ability to generate change. She has further argued that such work must be both conceptually and methodologically rigorous. With this charge in mind, the authors describe and discuss a memory box made by one participant in a two-year federally funded postdoctoral research project. They consider the catalytic validity of this artefact and reflect upon research methodology in ABER, in terms of triangulation, face and construct validities and member checks. They conclude with a challenge: What new and imaginative research methodologies might be invented for critical research in arts-based education?