Response to “Art Practice as Research in the Classroom”
Image from Atako Tani
Key Words
art-based research
self-guided
holistic
reflective/connective
Purpose Statement
Julia Marshall and Kimberly D’Adamo employ the use of a case study in an IB art program to introduce and discuss the idea of students pursuing independent, art-based learning. With the teacher acting as a guide, the students would learn skills in connectivity and metacognition, which are then applicable to other forums of academic discovery.
The authors contend that this idea was first introduced by Elliot Eisner, late professor at Stanford University.
The authors argue that one of “artmaking”‘s benefits is the connection of ideas. This reminded me of William Cronon’s article on the goals of a liberal education. I think this article makes a strong argument for the inclusions of art, experiential, studio art that is, into the realm of general higher education. This inclusion would start to bridge the gap between art students and general university students, which would be a meaningful connection in itself.
Points for Consideration
As the author suggests, this form of learning would be vastly different than the accepted way of teaching art, or any subject for that matter. What impact would this have on students who learn best by being directly taught facts and skills, rather than by doing? I would argue that instead of a revolution in education, this idea of “art-research” should be seen as simply another method of teaching, as each student has a different learning style.
A major benefit of this model is the wide range it can cover. This begs the inevitable question of what exactly the goal of education at any level is. Micheal Orr discussed this idea in his book Earth in Mind.
The notion that deeper understanding can come from art-based inquiry is pervasive in this article. What sort of change would this have on the world? How much would our corporate culture and governments improve if they were made up of students brought up in this way of thinking?
A further benefit of art driven research and education is an instillation in the student of their confidence in making objects. How would this change our current consumerist mindset in America?
An integral part of this sort of learning involves critique of creative work. Since this is an aspect of art school that drives many students away and psychologically harms many that do stay, how would this be introduced into the high school setting in a way that did not alienate students or detract from the overall goal of improvement?
The article concludes with the idea that this sort of education would turn students from students to learners to researchers. I found this an interesting parallel to how many universities are set up. Students gain independence from high school and gain some measure of control and responsibility over their education, then graduate students make the leap into self-written curriculum and research.