Blog Post: Research Questions
I find myself on the same course as when I started this program in art education. That is, I am still deeply interested in finding ways to improve my practice of teaching student artist to make impactful artwork. Some of the courses I have taken thus far have given me new language to better describe my intent. Doctor Sidney Walker wrote in an essay I read for my class on issues and frameworks in art education, referring to “meaning making in art.” She describes in this article the use of “big ideas” to act as a “conceptual Velcro.” Upon further investigation into the use of big ideas, an educational idea I was loosely familiar with, I became more intrigued and mapped out a plan to include it in my own curriculum for my 3rd and 4th year digital art students. This practice of circulating all conceptualization of imagery for potential artworks around one central investigation would help my students to make a series of unifying artworks. So, beginning with the fall 2020 school year I put this into effect. I will report on my successes, failures and reflections on a later post as I see results.
Another avenue related to this meaning making and “aboutness” in artwork that I seek is tapping into the fiery current events that I find my students, and myself, are concerned with discussing. The Black Lives Matter movement did not start with the death of Greg Floyd this spring, but it has reignited as the country and the world take sides on the matter of racial injustice. In an election year with arguably the most controversial and divisive president these students may see in their lifetime, the stakes seem incredibly high in the political arena. A life altering global pandemic has gripped the world as we scramble to put our lives back into a previous state that seems unreachable at times. How can I empower my students to take their strong positions and feelings on these controversial subjects and imbed them into their artwork? How do I teach this meaning making? How can I give students permission to use their voice? How can I show students the powerful tool they have at their disposal in art?
My current studies in multicultural education in art have led me to self-assess my own teaching practices. I consider myself a socially and culturally aware person and I conduct myself with a responsibility to recognize myself as a white, middle-aged male as I teach children in a multiracial classroom. I aim to avoid practices in teaching with a color-blind approach and seek to acknowledge and celebrate our differences and similarities. As I self-assess my teaching and practices in art education, I must realize that at times I will make mistakes and will inevitably perpetuate systems of racism by my own ignorance. I want to be able to grow and learn along with my students.
What I already know is that my students do want to speak about these topics. They want to express an opinion in arenas that they feel are important. What I need to figure out is how to show them that they can turn those opinions into imagery... potentially very powerful imagery. One of the most effective vehicles for current events is urban art in the form of murals and graffiti. Students are also very intrigued by this form of art and they automatically see it as culturally relevant and current.
Quinn, R. (2011). E-Learning in Art Education: Collaborative Meaning Making Through Digital Art Production. Art Education, Vol. 64, Issue 4, p18-24
Quinn, Assistant Professor of Art Education and Director, Distance Education, of the School of Art and Design, East Carolina University, investigates collaborative learning in a digital art platform. “I was primarily interested in comparing the collaborative efforts of a face-to-face group of my students with the collaborative efforts of their online peers.” Utilizing a sense of group techniques such as critique and active multi-artist collaboration, the online platform can take an integral part in the meaning making of art.
He postulates that the ability to distance learning in digital classrooms may be able to take special advantage in certain situations for collaborating. He cites dual city mural art projects between Charlotte, NC and Los Angeles, CA utilizing photoshop software.
Written in 2011, this article is dated and imagines collaborations that are a technical possibility in today's tech world. Live collaboration and screen sharing technologies do utilize a remote and student-centered learning model that could be worth further researching to pursue meaning making, specifically in (digital) art.
Walker, S. (2006). How then shall we teach? Rethinking artmaking instruction. Teaching Artist Journal 4(3), p190-197.
Abstract: The author argues for the new approaches to art teaching and learning that center on student engagement with “big ideas” contemporary culture and art.
Discusses the use of “big ideas of human concern such as identity, relationships, humans and nature, power change, conflict” as “central focus for art-making.” Using this centrally focused theme, better allows students to work through a creative process and arrive at poignant meaning making. Focusing students to reflect upon their own experiences and views on a big idea, artmaking is relevant to that student.
Article is relevant towards finding curriculum strategies for meaning making in art. Walker cites other books, good for referencing this idea.
Odden, C. (2020). Rethinking Reflection Practices: Using Social Topics to Expand Meaning-Making. Art Education. Vol. 73, Issue 2. P8-14.
Odden, a high school art educator, give his advice for generating more meaningful work from students by using student’s impressions and personal experiences with social topics. Touching upon social justice issues, they are invested in giving their take on hot topics.
In the article, he uses the technique of critique to encourage students to open up and reflect on their pieces of personal artwork. Having an open critique and allowing students to talk about their work allows them to explore new avenues other students are sharing and participate in a creative exchange. Odden, notes that a framework for dealing with student comfort is helpful. A scaffolding of activities is employed to assist in allowing the student artist share in a safe environment.
The careful selection of practices for the students to share and make a meaningful scaffold for which to build a meaningful piece of art is intriguing. This article could be a coupled with other techniques to build a curriculum built around meaning-making.
Potential research questions. Bringing current affairs into high school art programs and creating more meaningful imagery and visuals is the focus of the research I want to do. I want to directly research tactics that I can utilize as a digital art teacher in my high school programs.
How can art education engage high school students to be aware and empowered to voice opinion on social issues through art?
How can art education tap into social justice issues to promote comprehension of issues and meaningful art making?
In what ways can digital art be utilized to bring global urban graffiti and mural art into the classroom to express ideas in current events?