Research Proposal

Research Proposal:

Art Based Research: Screen Printing as the Artist-Teacher

Katie Malone-Smith

Boston University

Introduction

            This arts-based research involves teaching myself the art of screen-printing and documenting the process of learning by doing. This approach “provides a special way of coming to understand something and how it represents what we know about the world” (Sullivan, p.61).

Research Goals & Questions

            How might my becoming more knowledgeable about screen-printing enable me to teach it to my students? This question is central to my research as an artist as well as a teacher. Learning about screen-printing could be beneficial to my curriculum in teaching art. I will imerse myself to in quest to learn screen-printing so it may help me in my pursuit to become a knowledgeable artist-teacher. This will allow me to find a connection between a screen printer’s art and relevancy to art education. These research goals and questions are vital to the research of the project as they will help me “point (me) to the information and understandings that will help (me) to accomplish (my) practical goals” (Maxwell, 2005, p.69).

Personal Interest

            I have always had an interest in screen-printing as the bold colors and graphic lines and shapes that are often evident of screen-printing have intrigued me since I was very young. Missing the chance to try screen-printing at an arts summer camp, made me long for the change to try the art form. I was on scholarship at an art camp and signed up for screen-printing. As I was at camp on scholarship, I missed half of the summer session, and was not allowed to create a large-scale screen-printing project. I ended up making a small cardboard pin, and felt resentful and jealous towards the kids who were creating large-scale projects, as it seemed that they did not have the passion and longing to try the art that I had. An additional experience at a MTA conference pushed my interest even further. Last summer I was able to take a short workshop on paper stenciling in screen-printing. I am looking forward to learning a new art form and finding out if I can apply it to my teaching.

Reasons for Research

            I teach 400 middle school students in an artsy touristy community. This year will be my 3^rd at the middle school, and my 6^th year teaching. I think it is important that the art that I am teaching connects to the lives of my students. Screen-printing, although an ancient technique, is still used today. The history of screen-printing dates back centuries, yet is still a part of modern culture. Screen-printing holds a true connection to fine art and graphic design. The history of screen-printing along with the modern uses of the art form today are important teaching lessons, which makes relevant connections to my student population.  This explains the “crucial role visual arts can play in cultural critique, historical inquiry and educational development” (Sullivan 2005, p. 75).  Conducting my research in screen-printing affords me the opportunity to learn a new art form that I can teach to my students.

           

Proposed Research

            In my arts-based research, I will be teaching myself the process of screen-printing. In addition, I will be conducting interviews with screen-printer artists and teachers, studying the history and current applications of screen-printing, and assisting in a screen-printing studio for a day. “The possibility of gaining new understanding involves accessing, designing, and investigating issues of personal and public interest” (Sullivan, 2005, p.74). There is a certain amount of uncertainty going into this research project. The premise of trying a new art form and then writing about it has its hesitations along with excitements. I imagine this is common whenever one is attempting something new and unfamiliar. McNiff & Whitehead describe this as an essential risk, where, “you appreciate that nothing is certain. You go on the journey nevertheless” (209, p.25).

Conceptual Framework

Existing Research

            A review of texts and literature is imperative for the armature of my research. Much of this research is based on screen-printing history. Screen-printing, stenciling and print making in general dates back very far into history. For example, “there is evidence that prehistoric humans may have used a form of stenciling to create cave drawings” (Sommerfeld, Kissel & De Miranda, 2000, p.59). Screen-printing, as we know it today has been used in “Japanese woodblock prints since the early 18^th century” (Desmet & Anderson, 2002, p. 106). In the last few centuries, artists such as Warhol and Toulouse-Lautrec have made connects between screen-printing art and the times they lived in.

            Screen-printing, otherwise known as serigraphy, is the term used to describe the fine arts aspect of this medium. This term is usually in reference to “ the employment of the silk screen process as a fine art”(Landon, 1964, p.18) as well as being referred by some as “the one truly American contribution in the fine arts field” (p.18). I am eager to research the fine art aspect of screen-printing, serigraphy.

Texts about the process of screen-printing have also been essential as I am to learn this art form with little prior and formal learning. A general understanding of the basic procedures is vital to the research. As an artist-teacher and student who is dyslexic and has dyscalculia, I have a difficult time following written procedural directions. Most of the texts I have found are in this format, so I will also be reviewing screen-printing tutorial video clips online to learn the procedure, along with illustrative procedures from texts. In this way, my learning disabilities can help me see clearly the problems and struggles of other students who may have anxieties about learning something new. As a result of this, I can incorporate aspects of differentiated instruction in the lesson plans for my students. The topics I will be researching and practicing with are, preparing my frame, making stencils, and printing with more than one color. Desmet & Anderson’s book, Handmade Prints, contain procedural direction, as well as illustrations of the procedure, which I will be able to follow.

Methods of Data Collection

            Conducting an arts-based research, I will be using a variety of methods to collect my data. My research is a qualitative study; therefore, I can use anything I may encounter while conducting my research. I am “the research instrument in a qualitative study” (Maxwell, 2005, p.70), so it is important to be engaged in collecting data from whatever I may see and hear and read and then keeping the data organized, so I may analyze it later. Taking memos while I screen-print along with photographing and filming the process are essential ways I need to collect data. I am very comfortable with digital documentation as I often find myself photographing and filming, and blogging to share with students, colleagues, clients and friends. I foresee this as becoming my primary way of collecting data. Reflective notes at the end can help me connect my emotions to the process.  Interview questions for the screen-printing artists and teachers will be emailed early to ensure adequate time for response.

Methods of Analysis

            Analyzing the data includes studying my photographs so I can document how I worked on the process of screen-printing, as well as watching the videos I have filmed. Photographs need to be edited in post-production, uploaded to flickr.com and blogged on my site, daily, so I may stay on top of organizing my data. My notes and memos need to be categorized with the daily photos and videos, so I can look back on them all see all of the data from a particular day. Interview answers may be put into a chart so I can map out the similarities and correlations between the subjects.

Validity

            To preserve validity, all of the interview questions will be exactly the same to each subject. This way, continuity of stability will be ensured across the board.  As far as preserving validity within my practice of screen-printing, this is difficult to judge. “There is no one set of criteria for judging the artistic quality of a work of arts-based research” (Rolling, 2010, p. 105). “For some, the beauty of a work of art is in the aesthetics of its forms and the mastery of its techniques; for others, it is in the authenticity and expressiveness of voice; and for still others, in the incisiveness of its social critique” (p.105). For myself, the true test will reveal itself after the study and research is over when I will be teaching screen-printing to my students as part of an arts elective class in the spring of 2012. Rolling, agrees that validity may need to span a lengthier time to prove creditability.  “As a criterion for trustworthiness, iterative validity in arts-based research might invoke the self-similarity of variations on a concept over time” (p. 110).

Conclusion

            Conducting an arts-based research in screen-printing may help me as an artist as well as a teacher. The focus of this study will be the process of screen-printing and how I can relate it to my teaching. The two shouldn’t remain separate as my work as an artist influences my teaching, and vice versa. This study could also give me reflection and insight into how my students may feel when they are approaching a new art form for the first time. In addition, researching the history along with incorporating interviews of artist and teachers may further my understanding of the study.

Bibliography

Desmet, A., & Anderson, J. (2002). Handmade prints. (2nd ed.). Worscester, MA: Davis

Publications.

Landon, E. (1964). Serigraphy. Art Education, 17(4), 18-20.

Maxwell, J. (2005). Qualitative research design: an interactive approach. (2nd ed.)

 Thousand Oaks: Sage Publications.

McNiff, W. & Whitehead, J. (2009). Doing and writing action research. (1st ed.)

 Los Angeles: Sage Publications.

Rolling, J. H. (2010). A paradigm of arts-based research and implications for education.

Studies in Art Education, 51(2), 102-114.

Sommerfeld, R., Kissel, K., Hagerman, R., & De Miranda, M. (2000). Silk screening

across the curriculum. Tech Directions, 59(May/June).

Sullivan, G. (2005). Art practice as research, inquiry in the visual arts.

Thousand Oaks: Sage Publications, Inc.