Educational Experiences in Making Art: An Investigation of Process-Based Learning in the Studio
Educational Experiences in Making Art: An Investigation of Process-Based Learning in the Studio Sarah Elizabeth Lickley Using a combination of practice-led research methods and process-based learning techniques, this thesis explores the possible benefits and limitations of documentation and ref...
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2013
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| Online Access: | http://spectrum.library.concordia.ca/977411/4/Lickley_MA_2013.pdf Lickley, Sarah <http://spectrum.library.concordia.ca/view/creators/Lickley=3ASarah=3A=3A.html> (2013) Educational Experiences in Making Art: An Investigation of Process-Based Learning in the Studio. Masters thesis, Concordia University. |
| Summary: | Educational Experiences in Making Art:
An Investigation of Process-Based Learning in the Studio
Sarah Elizabeth Lickley
Using a combination of practice-led research methods and process-based learning techniques, this thesis explores the possible benefits and limitations of documentation and reflection processes in the learning environment of an artist’s studio. The researcher completed six large scale artworks while practicing rigorous documentation and reflection. An analysis through the visual means of concept mapping revealed multiple insights on the positive effects of process-based learning in the studio, as well as the nuances and difficulties of taking on this type of learning.
Over the course of three months of directed studio practice, the researcher identified multiple positive effects of process-based learning. Included in these beneficial outcomes is consistent and continual artistic growth. Sustained self-directed learning is a valuable skill that can aid individual artists and students in pursuing their goals both inside and outside of the traditional education system. Other pertinent outcomes include enhanced understanding of artistic direction, heightened self-understanding and accelerated progress.
The limitations of process-based learning became evident when documentation and reflection took over artistic processes, disrupting the flow of thought during the making of an artwork. The researcher emphasizes the necessity of finding balance between intuition and organization within an artistic project to ensure that process-based learning can be integrated seamlessly into an artistic practice. The findings are applied to multiple art education contexts in order to extend their applicability beyond the artist’s studio.
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