In studio art courses learning outcomes are evaluated through the creation of artworks by each student. My area, printmaking, relies on shared space, heavy equipment, hand tools, inks, and assorted chemistry. The printmaking studio at UNF serves 90 students a semester through six courses taught by two professors. Classes run from 9 am-6 pm four days a week with the studio open nights and weekends for students to complete their projects. Given the high traffic of the studio, and the necessity of sharing space and materials, social distancing was unrealistic, even with a hybrid approach. Printmaking classes shifted to remote instruction for the 20/21 academic year.
Projects were redesigned to consider methods safe to use in a home studio of limited space. What materials presented the widest range of use for minimal cost? What would be the best way to demonstrate techniques, review assignments, and provide feedback? Some answers proved easier than others. Techniques better suited to working with limited supplies could become the focus. Some inks and supplies could be provided. Demonstrations could be conducted via Zoom. Assignments collected through Canvas.
However, through my experience in the Fall of 2020, I found the biggest challenge became not access to equipment or space, but engagement. As outlined below I’ll discuss what I learned from my Fall semester teaching studio art remotely, and what I adapted for my approach to the Spring 2021 semester with a focus on my Screenprinting I and II courses.
Live demonstration in progress, Spring 2021. Students in Screenprinting I and II watch via Zoom as I demonstrate making monoprints during class. The videos are captured using my iPhone logged into Zoom as an overhead “demo view”. Starting and stopping the recording allows for basic edits and can also divide longer sessions into unique videos. These videos are posted after class on Canvas as a reference tool for students as they work in their home studio.
Working remotely promised an opportunity for students to learn how to set up a home studio. While students enjoy printmaking, continuing to print after graduation without the support of a well-stocked studio makes it difficult. Not requiring any hazardous chemicals or ventilation, water based screenprinting is ideal for a home studio, and this became the driving idea in working remotely. I stretched our lab fees to provide students with ink, basic cleaning supplies, and printing bases made from inexpensive materials so they could set up their own home studio.
The techniques covered: monoprinting, cut stencils, repeat printing, and reduction screen printing, offered a range of approaches utilizing the same materials, and don’t require any specialized equipment.
Though versatile, Photo Emulsion requires additional investment in supplies and equipment rendering it unsuitable for the course. However, I supplemented this loss with a series of videos covering the process with a home studio in mind and offering optional demonstrations to small groups of students in the studio for students who wanted to give it a try.
The techniques became four major assignments, split into modules, supported with smaller assignments including research projects, sketchbook assignments, visiting artist presentations, and critiques. A structure analogous to my face to face classes.
Overall the projects proved successful, but for the Spring semester, I altered how smaller assignments are completed. During the Fall semester group, Zoom meetings focused on lectures, after which students could use the remainder of class time to complete assignments. Students were required to post work and feedback via Discussion boards, but as the semester wore on, these discussions suffered from infrequent posts as students struggled to balance making, documenting, posting, and commenting.
With reflection, this pitfall became obvious. Small assignments in online classes can increase student engagement. However, in the Fall, the small assignments and discussions meant to increase engagement were lost in a sea of endless to-do lists as students struggled to balance assignments across their new online class load. Engagement dipped as fatigue set in. Students naturally focused on their larger assignments but neglected to post updates or comments. Small stakes homework assignments were completed but rushed, turned in late, or not at all. A calculation that didn’t undermine their overall performance as the weight of their larger assignments outstripped these smaller pieces.
To remedy this for the Spring 2021 semester I limited homework to major projects. Smaller assignments are completed and shared during class meetings, increasing engagement and timely completion. Class time is better used as a way to focus students on their work, helping them with their time management. Shared Google Slides presentation are live edited by students in class to post and share work. This format for posting work avoids image restrictions in Canvas while creating engaging collaborative presentations.
In the Fall I asked students their thoughts on what to improve for the Spring semester. I noted my observations regarding time management, and they agreed. Students remarked they missed the interaction with their peers in the studio. Everyone agreed on the value of sharing work, but how students had difficulty keeping up with posting and commenting in a timely fashion as the semester wore on.
Students were positive with the home studio setup, they appreciated the materials provided, and the pace of the projects. One student remarked that working remotely proved beneficial as they could continue to print in their home studio after class ended. Several students spoke positively about the inclass sketchbook assignments. Students agreed that they learned a great deal of resilience working remotely.
There are a number of innovations I look forward to using in future semesters, like recording demonstrations using my Zoom setup. It is simple to do and the archived videos will prove a valuable resource for each class.
Zoom has been useful for inviting virtual visiting artists, a great way for students to engage with working artists and hear new ideas.
Collaborating on research projects and sketchbook assignments increased engagement with supplemental materials and added to discussions.
One of the biggest considerations for future coursework is how students present their final projects. Previously I had students submit a reflective writing assignment along with a portfolio of work at the end of each module. Remote instruction transformed this into a “Time Capsule”, a PowerPoint presentation that expanded the formal reflective writing assignment, including progress photos, sketches, studies, and finished prints. This digital portfolio has become an effective tool for students to share their work and evaluate their effort. The format is an excellent introduction to creating an artist talk, a requirement of all BFA candidates at UNF.
Remote Instruction has required innovation and encouraged reflection on what I value in my classroom. These challenges have tempered myself and my students. The knowledge accrued through remote instruction has resulted in opportunities to further expand my approach to effective teaching, regardless of the format.
