I’ve mentioned previously that many Y3 students find the notion of ‘analysis’ hard to square in the context of Fine Art research. Analysis can be informed by how one approaches their research theme.

I’m going to use the microteaching session as a testing ground for something I want to explore with the Y3 students during the research discussions in weeks 4/5, regarding the values of having a research question to identify and refine what they might “analyse” and how (the provision of helpful “boundaries”).

Currently, these research discussions are dedicated solely to students’ presentations of ongoing research. However, the microteaching session can help me figure out how to include a short but hopefully impactful 15 minute exercise at the beginning/end of these research discussions.

I want to use an object which can act as a prompt for the students to generate hypothetical questions. We could then collectively shape these draft questions into research questions – focusing on ‘how’ and ‘why’ questions, which can facilitate a more complex argument that requires analysis (following Booth et al. (1995)).

I also want to use Booth et al. to highlight the importance of framing one’s research question through a motivation – which can also then support the idea of evaluating concepts etc (as in assessment criteria), in that you’re weighing up concepts based on how they facilitate what you might want from your research (ie. your motivation). Can this help me bring together Davies (2012) and Sabri’s (2017) ideas, enabling Y3 students to identify their own boundaries to support their research, without over-emphasising the assessment criteria as the sole measurement of learning?

Booth, W.C., Colomb, G.G. & Williams, J.M (1995) The Craft of Research. Chicago: University of Chicago Press.

Davies, A. (2012) Learning outcomes and assessment criteria in art and design. What’s the recurring problem? Available at: http://arts.brighton.ac.uk/projects/networks/issue-18-july-2012/learning-outcomes-and-assessment-criteria-in-art-and-design.-whats-the-recurring-problem (Accessed: 25/01/23).

Sabri, D. (2017) Students’ Experience of Identity and Attainment at UAL. Available at: https://ualresearchonline.arts.ac.uk/id/eprint/14370/1/year%204%20report%20-%20%20final.pdf (Accessed: 25/01/23).