Visual art works is critiqued or judged by a different set of guidelines than other forms of the arts. The entirety of the arts deals with subtle nuances in product or performance; but they also have characteristics that are unique unto their own genre. Visual artwork offers time to ponder and reflection upon an unchanging scene. It can easily be ignored, so successful work must have something that attracts the viewer and engages them. To develop the appropriate artistic skills, one must compare current and past work, and refine those skills through continued practice. A visual arts assessment must then address these areas, and provide enough detailed feedback to encourage growth, while still taking into account the subtle nuances.
The visual arts do not currently have a system of assessment that will address all of these aspects, and traditional methods of assessment, or none at all, hinders the growth of visual art students. Modern technologies offer us a way to not only assess these aspects of the visual arts, but to do so in a multimodal format. The multimodal approach utilizes multiple sensory pathways to deliver information, and studies prove that utilizing more than one pathway at a time improves retention of materials.
The purpose and goal of my Action Research is to utilize or create a method of video and auditory feedback in order to deliver detailed and relevant, multimodal feedback to art students.
MY COMMUNITY CONTEXT:
My membership in the community of practice I am working within can be described as a leadership role. I am utilizing student feedback on each cycle of questions, in particularly, how students feel about their progress; however, I am the classroom teacher, and therefore the leader of the class since I create the assignments and guide the students through their work.
I am addressing the lack of an appropriate method of feedback for visual arts students. Traditional quantifying criteria do not accurately represent the nuances of visual arts projects, and so they are poor assessors for visual arts students. Neglecting to use any method of assessment, while creating a positive atmosphere for artistic engagement, does not present students with detailed feedback on how to improve as an artist. A need exists for a method of assessment that falls somewhere in between the two extremes. Yet this method of assessment must contain several aspects to succeed; namely, an ability to quantify skills and growth, to address the nuances of a visual arts project, cover a multimodal format in order to deliver information through all possible channels, and a personal approach to maintain student interest and enthusiasm.
My main research question is: how will the implementation of video formatted, multimodal feedback, affect my photography student’s development as artists?