Abstract

Sketchbooks are a key component of creative research, as a means to capture ideas, document the learning journey, and practice emerging skills in a safe environment. However, I’ve noticed that some students are unsure or reluctant to use sketchbooks. What are some common student misunderstandings and anxieties regarding sketchbooks, what assumptions do we make as educators, and how can we support sketchbook practice in the class?

Session and activities

Sketchbooks are an important element of coursework, however over five years of teaching undergraduates, I’ve noticed that some students are reluctant to engage fully with their sketchbooks or are unsure how to use them. Possible reasons may include a lack of confidence in drawing skills; the vulnerability and trust of sharing their creative process for assessment; and different cultural understandings of what a sketchbook constitutes. Exploring student attitudes and tutor assumptions around sketchbooks was the topic of my recent PgCert action research project, so that we may consider how to support students’ sketchbook practice. The sketchbook is not a neutral, ahistorical, universal artefact. One of my aims for the research was to understand what barriers, differences in understanding and (dis)advantages prevent engagement with the sketchbook (and thus lead to weaker outcomes and lower grades). Our cohort is diverse in cultural background, nationality, race, and class with divergent learning styles and ways of knowing. Some students may associate the sketchbook with ‘skilful’ draftsmanship and ableist notions of dexterity. A decline in creative subjects in UK state schools against STEM subjects may suggest less familiarity with foundational sketchbook techniques and drawing, and these gaps in prior education may disadvantage students through mismatching expectations (Eraut, 2000). Using diverse research methods including a participatory drawing workshop with Year 2 students, and reflection on my teaching and assessment practices, I captured the experiences of students and staff. Although the research was small-scale, it revealed students’ complex sentiments around play, messiness, curiosity, and anxieties around making sketchbooks ‘presentable’. It also revealed tutors’ diverse expectations of the sketchbook that don’t always align with the student’s understanding. This research is ongoing and I welcome insights, feedback, and examples of teaching practice from all staff at UAL.