Mini Research Project

https://www.youtube.com/watch?v=QxY9a9HnKcs

Research Overview

This research project focused on investigating the impact of using different types of sketchbooks on students' creativity and autonomy in a high school visual art class. Employing a mixed-methods approach, the study revealed valuable insights into students' perceptions and experiences. One key finding was the nuanced understanding students had of creativity, often equating it with individuality in approach rather than strictly artistic skill. However, students sometimes conflated creativity with craftsmanship, indicating a need for clarification in assessing artistic output. Additionally, the study highlighted varying preferences among students regarding structured versus open-ended assignments, with some favoring workbook formats for their clarity and guidance, while others preferred blank sketchbooks for their freedom and space. This suggests the importance of offering diverse options to accommodate different learning styles and preferences.

Furthermore, the research shed light on the significance of student voice and choice in shaping art education experiences. Findings revealed that students valued assignments that were enjoyable and personally meaningful, indicating a desire for autonomy and engagement in the creative process. Notably, while younger students leaned towards assignments with higher entertainment value, older students demonstrated increased engagement with course material as their maturity levels progressed. The study also emphasized the importance of considering students' individual needs and learning profiles, particularly regarding accommodations for those requiring more structured guidance or seeking greater artistic freedom. Overall, the research underscores the importance of flexibility, inclusivity, and student-centered approaches in fostering creativity and autonomy in art education.

Curated Reading List

The following recommended readings provide insights into the intersection of student autonomy, creativity, and sketchbook practices in art education. Each article explores diverse perspectives and methodologies, offering educators a variety of ideas to improve professional practice. From Bleakley's redefining creativity in higher education to Walker's advocating for playful experimentation in artmaking, these texts shed light on the nature of artistic expression and its significance in fostering meaningful learning experiences. These readings offer innovative approaches to engage students in the process of artmaking, encouraging them to explore personal interests and challenge social norms. These texts can serve as resources for inspiring pedagogical strategies and promoting holistic development in art education for educators who seek to cultivate autonomy and creativity in their students.

Bleakley, A. (2004). 'Your creativity or mine?': A typology of creativities in higher education and the value of a pluralistic approach. Teaching in Higher Education, 9(4), 463-475.

Bleakley's typology of creativities challenges traditional definitions of creativity, emphasizing its multifaceted nature in higher education. By advocating for a pluralistic approach, the article contributes to understanding student autonomy and creativity, particularly in relation to the fluid and context-dependent nature of sketchbook practices.

Cornwall, J. M., & Park, H. (2022). Leaking and containing: Researching with children and the sketchbook. Qualitative Inquiry, 28(8-9), 888–895. https://doi.org/10.1177/10778004211065093

Cornwall and Park's article on "Leaking and containing" offers valuable insights into the fluid nature of research methodologies, particularly in educational settings, through the transformation of the researcher's notebook into a collaborative sketchbook. By embracing unexpected occurrences and disruptions, their exploration encourages art educators to adopt more fluid and collaborative approaches to research and pedagogy, enhancing student autonomy and creativity within sketchbook practices.

Darts, D. (2006). “Art education for a change: Contemporary issues and the visual arts,” Art Education, 6-12.

Darts's article in "Art Education" underscores the significance of engaging students in meaningful, student-driven art curriculum centered on contemporary issues, demonstrated through performance art addressing bullying and hate speech. By empowering students to actively shape their education, Darts highlights the potential for increased student autonomy and creativity within the curriculum, ultimately ensuring the relevance and importance of arts education within the school community.

Ingold, Tim. (2013). Making: Anthropology, archaeology, art, and architecture. (pp. 1-44). Routledge.

Ingold's work emphasizes the active engagement with materials and processes in disciplines like art, anthropology, architecture, and archaeology, highlighting the importance of experiential learning and the fluidity of knowledge acquisition. By advocating for a hands-on approach to understanding, Ingold underscores the significance of student autonomy and creativity in exploring sketchbooks as dynamic tools for learning and discovery.

Walker, S.R. (2014). Chapter 2: Everyday Play. Unpublished manuscript for Artmaking, Play, and Meaning-Making.

Walker's Chapter 2, "Everyday Play," advocates for artists to embrace their role as agents of social change, shifting the focus from creating aesthetically pleasing works to planning experiences that challenge conventional norms. By highlighting artists who integrate everyday experiences into their art, the text emphasizes the importance of sketchbooks as spaces for playful exploration within structured assignments, while also underscoring the balance between playfulness and craftsmanship in art education.

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