Action Research Cycle: project planning
I share the diagram below (Fig.1) to share my exploration and understanding of the Action Research Cycle (McNiff & Whitehead, 2009), in line with my overall project planning.
Being new to action research, this provided me with a helpful framework on which to scaffold my project planning and the development of my ideas.
I positioned my project as first-person practitioner research, my understanding being that I research my own teaching practice through a designed intervention – Drawing for Design workshop.
Action Research Cycle: Drawing for Design workshop planning
I share the diagram below (Fig.2) to evidence further understanding and iterative development of my Drawing for Design workshop, and how this aligns to the Action Research Cycle.
This exercise was invaluable, as it ensured that I kept the intentions for each stage of the workshop, focussed and aligned with the overall Action Research Project aims.
On reflection, I see how I will re-purpose these methodologies and approaches as I plan design education activities and schemes of work in the future – in line with the cyclical, ongoing nature of the Action Research Cycle.
Using mixed methods, arts-based research approaches I describe the key data collection methods for my project as below.
To include:
- Questionnaires
- Comparative analysis
- Participant observation
- Thematic observation
Participant questionnaires
‘Questionnaires provide a numeric description of trends, attitudes or opinions of a population by studying a sample of that population.’ (Creswell, 2015)
I devised a brief questionnaire for each student to complete at the start of the workshop. This was effective at gathering information about students’ preconceived ideas and previous experiences of drawing.
Comparative analysis
‘Comparative analysis of drawings reveals how different representational strategies influence the design process.’(Purcell & Gero,1998)
I was able to compare and contrast students’ approaches to drawing e.g. figurative vs abstract before and after each stage of the workshop. I also drew comparisons between students approaches to drawing; as an individual solo task vs a collaborative group drawing task.
Participant observation
‘Participant observation allows researchers to generate knowledge through direct involvement in creative and educational practices.’ (Kara, 2021)
I was able to embody the role of teacher-researcher and build upon my prior experience (of observing students in my core teaching), as I observed students undertaking drawing tasks in an intentional, designed studio research context. This was invaluable as I became more conscious and mindful of both obvious and subtle shifts in processes, behaviours, responses and interactions across the group.
Thematic observation
‘Arts-based research seeks meaning through the identification of patterns and themes that are aesthetically and educationally significant.’ (Barone & Eisner, 2012)
I undertook thematic observation of students’ drawings and I noted recurring visual patterns, motifs, approaches and methods; including choice and use of materials, mark-making and pictorial and abstract visual allusions to communicate message and meaning e.g. journey, travel, fluidity, organic, spirals etc (as evidenced in Blog Post 3: Findings & Reflections).
Participant feedback & reflections
‘Action research is a form of enquiry that enable practitioners to reflect systematically on their practice and to generate evidence from that reflection.’ (McNiff & Whitehead, 2011)
Through the process of analysing each student’s written responses in the feedback and reflection forms (completed at the end of the workshop), student participants’ were valued as co-researchers and their views and reflections as data – which can inform change e.g. via sign-up to Drawing for Design Focus Group to help evolve potential iterations of the Drawing for Design workshop model for inclusion into core GMD curriculum in the future.
References
Barone, T. & Eisner, E.W. (2012) Arts Based Research. USA: Sage Publications.
Creswell, J.W. (2015) A Concise Introduction to Mixed Methods Research. USA: Sage Publications.
Kara, H. (2021), Creative Research Methods in Education: Principles and Practices. Bristol: Policy Press.
McNiff, J. & Whitehead, J. (2009) Doing & Writing Action Research. London: Sage Publications Ltd.
McNiff, J. & Whitehead, J. (2011) All You Need to Know About Action Research. London: Sage Publications Ltd.
Purcell, A.T. & Gero, J.S. (1998), Drawings and the design process: A review of protocol studies in design and other disciplines.