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UBC Theses and Dissertations
Students’ experience of the sketchbook/journal model in art education Froslev, Dorte Anne
Abstract
The problem of this study was to investigate the extent to which largely self directed, individualized work in student sketchbooks constitutes valid art experience in terms of current guidelines for art education (CSEA, B.C. Ministry of Education, DBAE, various authors). The research questions were: 1) What does the sketchbook content consist of? 2) What is the experience of the participants in regard to a) content, b) context, and c) process? 3) When students are directing their own learning within the structure of this model, what do they say they are learning? 4) To what extent does the work constitute valid content and experience, and provide intellectual development while serving the diverse interests and ability levels of high school art students? The research consisted of the analysis of video taped interviews with a purposive sample of six high school students. The interviews were transcribed and correlated to photocopies of the sketchbook pages for analysis. The data was analyzed using the Macintosh computer program HyperRESEARCH. It is concluded that the sketchbook is a versatile and engaging medium for meaningful, contextual learning and a viable means for evaluating progress and achievement. It is both an adjunct and a driver of studio work. It is frequently the most travelled book in a student’s school bag and the last one to be put away at night. Where clientele is the most diverse, in multi-grade, multi-course split classes, where disabilities and weak language skills demand special attention, the sketchbook is invaluable in tracking progress and in accommodating individual goals, interests and rates of learning. If it is to provide intellectual development and experience, as recommended by current guidelines, the sketchbook needs to be more than a book for sketching in. Clear goals and criteria need to be in place along with classroom support and enabling skills. Teaching strategies may then make provisions for individualized curricula in a process that encourages the development of a depth and breadth of knowledge, awareness of multiple cultural values, participation in the traditions of the history of art, critical thinking and the development of lifelong learning skills.
Item Metadata
Title |
Students’ experience of the sketchbook/journal model in art education
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1994
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Description |
The problem of this study was to investigate the extent to which largely self
directed, individualized work in student sketchbooks constitutes valid art
experience in terms of current guidelines for art education (CSEA, B.C. Ministry
of Education, DBAE, various authors). The research questions were:
1) What does the sketchbook content consist of?
2) What is the experience of the participants in regard to a) content, b)
context, and c) process?
3) When students are directing their own learning within the structure of
this model, what do they say they are learning?
4) To what extent does the work constitute valid content and experience,
and provide intellectual development while serving the diverse interests
and ability levels of high school art students?
The research consisted of the analysis of video taped interviews with a
purposive sample of six high school students. The interviews were transcribed
and correlated to photocopies of the sketchbook pages for analysis. The data was
analyzed using the Macintosh computer program HyperRESEARCH.
It is concluded that the sketchbook is a versatile and engaging medium for
meaningful, contextual learning and a viable means for evaluating progress and
achievement. It is both an adjunct and a driver of studio work. It is frequently
the most travelled book in a student’s school bag and the last one to be put away at
night.
Where clientele is the most diverse, in multi-grade, multi-course split
classes, where disabilities and weak language skills demand special attention,
the sketchbook is invaluable in tracking progress and in accommodating
individual goals, interests and rates of learning. If it is to provide intellectual
development and experience, as recommended by current guidelines, the sketchbook needs to be more than a book for sketching in. Clear goals and
criteria need to be in place along with classroom support and enabling skills.
Teaching strategies may then make provisions for individualized curricula in a
process that encourages the development of a depth and breadth of knowledge,
awareness of multiple cultural values, participation in the traditions of the
history of art, critical thinking and the development of lifelong learning skills.
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Extent |
5259101 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-02-27
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0087465
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1994-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.