Art, sketchbooks, and knowing : a case study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kristin Rauch (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
D. Michelle Irwin

Abstract: The ways of knowing and perception of self-as-artist of eight eighth-grade art students were explored through the use of sketchbooks. For two quarters of the 1990 - 1991 school year, students drew and wrote in two sketchbooks, an in-class, teacher-directed sketchbook, and a home sketchbook for non-directed use. A case study research design was used to provide careful description of the students sketchbook experience within the context of the art program. Participant-observation and semi-structured interviews were the data collection techniques. Eight students were interviewed regarding their sketchbook experience. Of that group, four, representing differing ways of knowing, were interviewed a second time in relation to their perceptions of themselves as artist-knowers. The student voices suggested literal and abstract strategies in cognition, art-making, and perception of self. Story telling, use of symbols to create meaning, and subjective knowing emerged as abstract strategies. Attention to detail and representation, and objective knowing were literal strategies. Regardless of differences in strategies, the four students in the second interview perceived of themselves as the source of idea, and decision-making in art.

Additional Information

Language: English
Date: 1991
Art $x Study and teaching
Art students $x Attitudes

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