The Broad Strokes
Who was Being Studied?
The participants in this research project were 7th and 8th grade photography students; none of whom began with any formal training in photography. The population was approximately 60 male and female students. It is important to note that not all of the students completed each homework assignment promptly, and only the students who turned their work in on time received video feedback for that assignment.
What was Being Studied?
So, what is this video feedback then? The video feedback was a screencast displaying student work, a rubric and containing my voiceover explaining what I found to be their successes and challenges. It was my hope that by displaying the work and recording my thoughts on it, I would be able to review the nuances that make up each individual work of art. It was my hope that this personalized and detailed message would then help increase their interest in the subject and their photographic abilities. Examples of the screencasts can be found here: Screencast
Where and When did This Take Place?
These studies took place in Westchester County, NY during the 2012-2013 school year. The students were part of a college preparatory independent school. They had access to laptops, photoshop elements and digital cameras.
Why Does This Research Matter?
Video feedback matters because it is an improved way to help art students learn. The traditional rubrics do not provide detailed (or nuanced) enough information for the art student and portfolio reviews, while providing the best quality of feedback, are challenging in the amount of time they take and scheduling. Screencasting for video feedback allows the instructor to provide the quality of feedback they normally would during a portfolio review, while providing them more flexibility in their schedule. This creates a beneficial scenario for both the instructor and the students.
The Overall Research Question for this study:
How will the implementation of video formatted, multimodal feedback, affect my photography student’s development as artists?
The research took place in the following eight cycles: