‘Arts-based research expands the ways in which meaning can be made and communicated.’ Barone & Eisner, 2012.
In line the principles of arts-based research per the statement above, my Action Research Project explored the impact of the Drawing for Design workshop on GMD1 student engagement, confidence in drawing and visual thinking skills – within a practice-based learning context.
The project aim was to change students’ preconceptions that drawing is a specialist skill rather than a flexible creative tool for experimentation, concept development and visual communication. As per the statements below:
‘Drawing is a way of thinking, a form of visual intelligence.’ (Duff & Sawdon, 2008)
‘Sketchbooks reveal the messy, non-linear reality of the design process.’ (Heller & Landers, 2014).
During the workshop students’ undertook the structured drawing activities; the visual outcomes of which I was able to evidence and analyse as learning artefacts.
I share and evidence the key written and visual findings and reflections from each stage of the workshop as below:
Actitivity 1: Participant questionnaire
In lieu of my first research question (Q1: In what ways do Y1 GMD students engage with drawing, and how do their prior educational experiences influence their attitudes and approaches?) students completed a brief questionnaire about their experiences of drawing prior to study on GMD at LCC.
Key relevant quotes were:
‘I’ve never really done any creative drawing exercises.’
‘I have usually been hesitant to draw, as I’m not used to experimenting and being okay with things initially being rough.’
‘I sometimes feel imposter syndrome with no formal academic art backgound.’
Activity 2: Individual timelines mapping early personal experiences of drawing since childhood
Students’ drew timelines (A3 format) as below (Fig.1,2 & 3). Via a comparative analysis lens, I noted that while some students’ worked ‘safely’ or figuratively, some students’ evidenced immediate learning and quickly followed instruction and encouragement to explore diagrammatic and abstract ways of working as below:
Activity 3: Exploring materials and mark-making processes to create collaborative large-scale maps
To ‘loosen up’ the process students worked at larger scale (A2) and experimented with a range of wet and dry mark-making materials and processes, in response to/and to communicate each stage of the design process. Then, allocated into groups/teams they worked together to cut up and collage their visual experiments to create large-scale ‘Design Process’ maps (AO+ format), (Fig.4, 5, 6 & 7).
Via a participant observation lens, once students were working in groups, I noted the atmosphere in the studio became less apprehensive; they became more engaged and energised, discussing and sharing ideas and moving more freely around their physical workspaces.
Via a thematic observation lens, I noted recurring patterns in the maps including visual references to: timelines, journeys, informal flexible placement of elements to communicate the non-linear nature of the design process – thereby mirroring the circular and iterative nature of the Action Research Cycle.
Note: ARP Blog Post 4a continues into ARP Blog Post 4b