The proposed paper will develop a theoretical and methodological context for researching the efficacy of storyboarding in supporting and documenting key learning outcomes in the Reggio-inspired art classroom. A fundamental role of the educator in Reggio-inspired settings is to observe the learning that is occurring. In order to do so, Reggio-inspired educators document the interactions of learner and material, learner and learner(s), learner and educator. This documentation is achieved through photography, videography, audiography, anecdotal note taking, and artifact collection. Together, an analysis of these documents can help educators and researchers create an image of how learning occurs. Storyboarding is the standard planning tool used in designing time-based multimedia such as animation, live action films, and games. We consider the drawings and the process of storyboarding as key to documenting and researching learning outcomes in Reggio-inspired settings. We use 3rd Generation Activity Theory as an ethnographic basis for research. We show how the storyboarding activity can be analyzed to build our understanding of learning outcomes, such as problem solving, planning, and spatial-temporal reasoning. Significantly, we argue that researchers must address stylistic and formal aspects of drawing, beyond iconic representation, if storyboarding is to be used in art educational research.
|Keywords:||Art Education, Design Education, Post-secondary Art Education, Art Teacher Preparation, Early Childhood Art Education, Cognitive Science, Spatio-Temporal Represenation|
Associate Professor, Department of Art, University of Calgary, Calgary, Alberta, Canada
Independent Researcher, Montreal, Quebec, Canada