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RESEARCH NOTEBOOKS
Research notebooks serve as a “process portfolio,” providing students with a platform for extended thematic investigation that relates to real life concerns.
“Close ended objectives are designed to teach skills and concepts. Open ended expressive outcomes are designed to allow students to use the skills and concepts they’ve gained to express themselves meaningfully.”
(Art for Life, p. 14)
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“Students construct reality as well as discover it.”
Research notebooks are...
Personally motivated
Critically analytical
Based on content and themes
Related to the writers culture
Leading to multiple approaches to exploration
Research notebooks foster...
Thematic inquiry
Personal development
Dialogue and cooperative exploration
Critical analysis of art and visual culture in authentic contexts
Creative expression and exploration
Critical reflection on personal and social meanings understood through the study of art.
Instructional Strategies
While guiding this activity, teachers should provide basic skills and concepts and sensitive feedback at frequent intervals while allowing students to explore on their own.
“Students should be told that they will be asked to focus on something that they care about, and they should be introduced to strategies of criticism, aesthetic inquiry, historical and contextual research, visual studies, and creative visualization as a means to find out about it.” (Art for Life: Authentic Instruction in Art)
Evaluation, Critique and Feedback
Sketchbooks should be collected periodically (the reading suggests every two weeks).Suggest directions, resources and artists should be put on post-it notes in students’ sketchbook. Critique and feedback is the most appropriate form of evaluation, as grading on an A-F scale may be detrimental to students’ confidence, motivation, and sense of personal responsibility.
Summative Criteria
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Clear, meaningful themes addressed in a connected way (though it may change over the course of the project).
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Use of disciplinary strategies of art criticism, hart history, aesthetic inquiry, visual (studio) examination, as well as personal reflection and individual artistic production.
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Balance of historical, critical and visual research and creative visual output. The student and instructor should agree on what balance makes sense, given the student’s overall idea.
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Appropriate length (Say, 100-200 pages per year).
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Meaningful, sensitive, in-depth content appropriate in form and approach.