Professional Documents
Culture Documents
Neitaj Edid6512 Design Project
Neitaj Edid6512 Design Project
Design Project
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Table of Contents
Executive Summary.........................................................................................................................3
Introduction......................................................................................................................................4
Literature Review..........................................................................................................................11
Proposed Designs...........................................................................................................................17
Methodology..............................................................................................................................24
Ethics..........................................................................................................................................26
Evaluation of Findings...............................................................................................................26
Limitations.....................................................................................................................................30
References......................................................................................................................................33
Appendixes....................................................................................................................................38
Appendix A- Questionnaire.......................................................................................................38
Executive Summary
This Design Project report will examine the use of the Art Concept Reference Kit in correlation
with the RELATE Instructional Model to aid CSEC Visual Art students who have difficulties
with developing concepts/designs for their artworks. The CSEC Visual Arts students are required
to develop a portfolio of ten artworks, therefore, it is incumbent that CSEC Visual Art students
are able to develop meaningful concepts. This Design Project includes a literature review which
provides the theoretical foundation of the design of the Art Concept Reference Kit. The Art
Concept Reference Kit in Correlation with the RELATE Instructional Model is a tool used as a
source of reference to assist the aforementioned, Visual Arts students, through a scaffolding
inquiry approach. Mixed methods such as questionnaires, observations and open-ended phone
interviews were used to gather information from the participants before, during and after the
testing of the Art Concept Reference Kit. The results from the data gathered revealed that the
intended outcome of this project was accomplished with the active participants.
Design Project 5
Design Topic:
The use of the Art Concept Reference Kit in correlation with the RELATE Instructional Model
to aid students who have difficulties with developing concepts for their artworks (Neita, 2019).
Introduction
“Mt St Paul Secondary School, located in Manchester, Jamaica, celebrated their seventh
anniversary on September 7, 2019. The second cohort of students should be writing their
Caribbean Secondary Education Certificate (CSEC) examinations in May 2020. Twenty students
from the cohort chose Visual Arts as one of the subjects they would write during the CSEC
examination. Students were encouraged to choose subjects based on their career choice and
interest. The Visual Arts syllabus is structured to be completed within two years. Students are
required to develop a body of ten artworks based on their chosen theme. Students are expected to
independently develop their concept based on their theme, which would include a detailed
It has however been observed by the Visual Arts teachers of St. Paul Secondary School that the
Visual Arts CSEC students have a challenge with developing meaningful concepts for their
artworks. They often depend on the teacher to develop their designs. This has been strenuous on
the teachers mentally and physically, especially with a large group of students who are not
intrinsically driven”, (Neita, 2019). The researcher designed an instructional model called
‘RELATE’, as a possible solution to the identified problem. The RELATE Instructional Model
provides the foundation of the Art Concept Reference Kit, which was developed by the
researcher. The Art Concept Reference Kit is a tool to be used to assist Visual Art students with
“The main objective for designing the RELATE Instructional Model is to provide Visual Art
teachers with a guide, which may be used to assist their students who have difficulties with
developing concepts for their artworks at the CSEC level” (Neita, 2019). A questionnaire (See
Appendix A) was distributed to selected grade ten students who chose to do Visual Arts at the
CSEC level. The questionnaire was used as a tool to gather information which assisted the
researcher to determine the viability of the proposed solution. As part of the process, participants
were presented with six statements which suggest how they may feel about developing ideas for
their artwork. Participants were asked to select their top two reasons. Of the ten participants, only
two find it easy to develop ideas for their artworks based on their theme. Seven students selected
that they have some ideas for their artwork but find it difficult to express it, four students shared
that they have good ideas, but don’t think they have the talent to accomplish it. One student
indicated that he/she doesn’t know how to showcase their theme in their artwork, two students
stated that they look at other artworks to get ideas to develop their artwork and one student
selected that they can develop ideas for their artwork by looking at things in their environment.
Based on the data gathered it is evident that most students recognize that they have a challenge
with expressing their idea due to lack of confidence or the skill to transfer their idea into an
artwork. The Art Concept Reference Kit in correlation with the RELATE Instructional Model
was designed as an avenue to assist with the alleviation of the challenges expressed by the
The researcher observed, (see Appendix B) during a Visual Arts class session (before the
implementation of the Art Concept Reference Kit) that the quality of the students' artworks does
not meet the standard requirement for the Visual Arts CSEC examination. The data gathered
Design Project 7
from the questionnaire reveals that this may also be due to lack of exposure and limited prior
knowledge to glean ideas from. The Art Concept Reference Kit in correlation with the RELATE
instructional model was designed to address the lack described in the aforesaid statement through
the adoption of a scaffolding inquiry approach. According to Erickson, et al (2018), “the art
inquiry abilities of the advanced high school art students in their study improved after engaging
in scaffolding inquiry instruction.” This approach aims to allow the students to develop a more
purposeful and meaningful approach when developing concepts for their artwork.
The Art teachers recognized from observations (See Appendix B) that the students are talented
however their artworks look naïve, it is evident they lack knowledge of the fundamental content
related to Visual Art. It is important that an artist knows and understands the elements and the
on the data collected it is evident that all participants were introduced to the elements and
principles of designs before, however some persons indicated that they either do not remember
them or tend to confuse the elements of art with the principles of designs. Five persons indicated
that they do not know the elements and principles of design due to the aforementioned conditions
and five indicated that they do. Although five persons indicated that they do know the elements
and principles of designs only two persons attempted to list them and did so correctly. The Art
Concept Reference Kit provides an avenue for students to review fundamental content related to
Visual Art at their convenience, by including an Information Bank which students may use as a
source of reference.
Students were asked to state the source of their motivation while creating artworks. Three
participants indicated that their classmates motivate them, another three selected their teacher
and two students selected their parents. This data suggests that most students’ are motivated by
Design Project 8
influential persons in their lives. Two persons selected the option other, one person shared that
they are motivated by nature, while the other person left the space blank. Only one person
expressed that artists from the internet motivate her. This suggests that the other students do not
understand nor appreciate the positive influence that artworks done by other artists may have on
them as art students and on the quality of work they produce. According to Campbell (2011)
“artists worldwide and from the different era have garnered a deeper understanding of one’s self
and one’s world through critiquing and analyzing visual images done by other artists.”
Therefore, students will be required to choose a particular artist (from a list provided in the Art
Concept Reference Kit if they wish) and inquire about his or her art style and techniques.
Frequent use of the Art Concept Reference Kit will help students develop a penchant and
appreciation for art styles and techniques used by other artists to produce their artworks.
Design Project 9
The targeted group consists of two Visual Arts female teachers and twelve students from grade
ten and eleven CSEC Visual Arts classes. Ten students were randomly selected from the grades
ten class and two students from the grade eleven class, four males and eight females. Both
teachers have a Bachelor degree in Visual Arts education and approximately three years of
experience as Visual Arts teachers” (Neita, 2019). One teacher is an assistant examiner for
Visual Arts at the CSEC level, therefore she knows the standard of works that are required from
the students. The other teacher has attended workshops where she was sensitized of the standard
that CSEC requires. Both teachers are also practising artists and are therefore able to guide
budding artists. The teacher’s role in this project is to facilitate the students as they develop their
All students were exposed to various skills and techniques in Visual Arts during their first three
years at secondary school. The grade ten students are currently in their first year of the two years
Visual Arts CSEC programme. They are currently in the process of developing a thorough
understanding of the Visual Arts CSEC syllabus while working on artworks for their portfolio.
The grade eleven students are now in the process of completing their portfolio and preparing for
the CSEC examination. They are familiar with the syllabus and have a fair understanding of the
All students chose to pursue Visual Arts at the CSEC level but for different reasons. The Visual
Arts teacher expressed that “at the beginning of the school year, students were asked to state
their reason for choosing Visual Art. Sixty per cent of the students expressed that they believe
Visual Arts is easy, the remaining forty per cent expressed that they are interested in the subject
and that Visual Arts is a prerequisite of the career they wish to pursue.” Grade ten students who
Design Project 10
chose to do Visual Arts at the CSEC level were provided with a questionnaire in the second term
of the school year (see Appendix A). The students were asked to share what they like about art,
fifty per cent of the participants expressed that they enjoy using their hands to create beautiful
artworks. Twenty per cent of the participant indicated that art is relaxing and another twenty per
cent indicated that art allows them to express themselves. Students were presented with a list of
five Visual Arts options from which they were required to select their preferred choice. Forty per
cent selected Drawing, thirty per cent enjoys Painting and Mixed Media and twenty per cent
prefer Graphic Design and Communication. The researcher observed (see Appendix B) that the
students’ attitude towards the subject is good, they are often engaged in their assigned tasks. It
was also observed that most students enjoy practical activities more than written tasks.
It is a requirement of the Visual Arts CSEC syllabus that each student selects a theme. All their
artworks should reflect their chosen theme. The participants selected the following themes;
sunset, sports, fashion, nature, food, vehicles and flowers. Three participants stated Nature and
two stated food, all the other options were selected by individual students. The participants were
asked to share their reason for selecting their chosen theme. Four participants stated that they
have a general understanding of what the theme includes, two participants, expressed that they
are admirers of their chosen theme and four other participants stated that they thought that it
would be an easy theme to work with. All participants stated that they have seen artworks which
The participants were asked to indicate how long it took them to develop a design. Two students
stated, a few minutes, three students stated about an hour and two students stated almost a week.
One student mentioned that creating a design took a few hours while another student stated it
takes almost one day. The participants were then asked to indicate whether they agree that it is
Design Project 11
important to develop a thorough design to guide the production of their artworks or not, they all
agreed. Students understand the essence of developing designs for their artworks as it has
become a classroom routine for students to sketch a design before they produce their actual
artworks. However, students often display a challenge to put their ideas together to form an
aesthetic appealing composition. Therefore the task of assisting students to develop a meaningful
Literature Review
Being able to develop meaningful concepts, can affect the overall quality of the composition of
students’ artworks. Erickson (2001) expressed that “themes, if designed broad enough
conceptually, can effectively connect students with art, ideas, across cultures, and with other
subject matter” (cited by Sakatani, 2009). Therefore teachers may propose different themes to
students (which they can relate to) that can guide the development of meaningful concepts to fuel
to the composition of their artworks. Kindler (2007) described “composition as the characteristic
of a work of art… the interface between the ideas and intentions of an artist and the experience
of the viewer.” Kindler (2007) also explained that the composition of artworks is “a subject of
research for every artist each time he or she engages in a creative process.” According to
Sternberg (1985) “creativity requires a confluence of three intellectual skills they are: (a) the
synthetic skill to see problems in new ways and to escape the bounds of conventional thinking,
(b) the analytic skill to recognize which of one’s ideas are worth pursuing and which are not, and
(c) the practical–contextual skill to know how to persuade others of—to sell other people on—
Creativity is an essential quality which artists should possess. According to Adair (2017)
“Creativity is the faculty of mind and spirit that enables us to bring into existence, ostensibly out
of nothing, something of use, order, beauty or significance.” Adair (2017) also expressed that the
task of a creative thinker is to develop ideas by making connections with elements which already
exist and not to try to generate brand new concepts without inspiration. With this said, the
possible preconception that creative thinker should be able to develop completely new concepts
for their artworks may no longer be valid. According to Sullivan (2010) “Visual arts involves
thinking, and imaginative thinking is never fixed as it embraces what is known and unknown.
Design Project 13
The importance of thoughts becomes apparent when they are enacted in some form.” For that
reason, teachers can encourage students to pull from their prior knowledge when developing art
concepts and then help them develop these concepts by exposing them to artworks done by other
artists.
“Arts and crafts play a role in controlling stress and enhancing relaxation. They also enable us to
fail safely and handle our emotions”, (Huotilainen, et al, 2018). Therefore, teachers may
encourage students to develop art concepts based on a theme which they can relate to so that they
won’t be forced to overthink while working, but relax and allow their ideas to flow base on their
become involved with that topic for its own sake (Schiefele, 1991, cited by Bachleda and
Bennani 2016).” Therefore, it is important that the teacher identifies students’ areas of interest in
Visual Arts and motivate them to pursue it. Bachleda and Bennani (2016) expressed that “in the
context of the visual arts, interest is likely to be displayed through engagement in activities such
as visiting art galleries and museums, reading art books or magazines, drawing and painting, or
Inspiration to develop concepts for artworks may derive from different sources. According to
Campbell (2011) “artists normally investigate and identify themselves with other humans,
scenery and life’s events.” She also explained that “artists worldwide and from the different era
have garnered a deeper understanding of one’s self and one’s world through critiquing and
analyzing visual images done by other artists.” Campbell (2011) then explained that “a holistic
curriculum is usually achieved in art education when students can make connections with theme
and issues.” Therefore, teachers should explain to students that artists generally develop concepts
which they can personally connect to. According to Walker (1996) “a key strategy in
Design Project 14
unifying themes such as love, the passage of time, or celebration.” Freedman, et al (2015)
implied that “some artworks concepts may be troubling to others because they may not able to
perceive the message behind the artworks.” It was implied by Freedman, et al (2015) that this
type of trouble can change how students think and behave towards the creation of artworks, and
Freedman, et al (2015) explained that “creativity is an act of leadership and individualism, hence
to be creative one should take constructive and reconstructive actions.” Vojislav (2018)
expressed that “young people should have a personal understanding and appreciation of different
art contexts such as paintings, drawings, graphics, and photographs and apply them in
developing architecture, digital art, expanded media, and popular culture.” Students, therefore,
should be encouraged to pull from their understanding of different aspects of Visual Arts to
assist them to develop concepts for their artworks. According to Ayers Paul and Tay (2016)
“Students can experience abstract ideas and values through the concrete examples illustrated in
contemplation.” Therefore teachers may fuel students’ experience with ideas by introducing
them to artworks done by other artists and have students talk about these artworks and compare
them with theirs’. As Ayers Paul and Tay (2016) expressed, this practice can help to deepen their
Students should learn how to maximize on constructive criticism, this will help them develop
their art concepts as they reflect on what was said about their artworks. According to Sullivan
(2010) “Imaginative thoughts may arise in planning, during the process of making, as a
consequence of critical reflection, or through meaning made by others. These significant others
Design Project 15
can include art writers, cultural critics, and art teachers, for when artworks are made and
displayed”. Students should, therefore, be encouraged to listen to art practitioners for advice to
Teachers should also engage student’s conversations which will encourage them to think and
express themselves like an artist. Eckhoff, (2013) explained that “the nature of the
aforementioned conversations may contribute to student’s disposition about art.” Cotner (2011)
referred to such conversation as ‘art talk’ which he explains must “support students on an
emotional, intellectual, and creative level.” According to Cotner (2011) “art talk involves making
interpretations to learn new things and to extend existing ideas, not to prescribe one right
answer.” Eckhoff, (2013) suggested that “educators can create a learning environment where
students are encouraged to talk about their artworks by engaging them in conversations which
allows them to explore art media, processes, and artworks.” Eckhoff (2013) explained that
“children are better able to relate to their artworks by talking and exploring art processes, media
According to Housen (2002) “the exposure to other artworks, through artist interviews and visits
to galleries and museums helps students to think critically when developing artworks.” Erickson,
et al, (2018) express that “after the implementation of the scaffolding inquiry instruction,
students who participated in the study were inspired by their conversations with contemporary
artists.” Housen (2002) also explained that “the practice of implementing strategies which
promotes critical thinking helps with the transformation of knowledge.” Teachers play an
important role in guiding students’ in developing their critical thinking skills. Snyder (2008)
suggested that “teachers model critical thinking skills through class discussions and
assessments”. “Teachers should utilize questioning techniques that will encourage students to
Design Project 16
think, such as ‘What do you think about this?’ and ‘Why do you think that?” (Snyder, 2008).
Freedman, (2003) explained that “guidance is needed to make sufficient responses to the
complexity of visual art and that instruction plays a vital role in helping the students develop a
deeper understanding of the creation of art.” Freedman (2003) also expressed that “a deeper
understanding allows students to will look beyond the surface and to critically perceive the
influence of visual art on society, culture and an individual’s identity.” Hence, students will also
develop a greater appreciation of what society offers, and their ability to meaningfully express
themselves would be enhanced. According to Vojislav (2018) “art teachers should develop
lessons that cater to the current social and educational needs of an evolving world.” Therefore
teachers should be mindful that students of the twentieth century may have a contemporary view
of society which may affect the way they can express themselves.
Artists must know and understand how to use the fundamental of Visual Arts effectively to
develop meaningful concepts for their artworks. According to Kim (2006), “an object is beautiful
from the aesthetic standpoint because it possesses fine proportion, form, colour, texture, material,
or workmanship.” For this reason, Visual Arts teachers should review with students the
fundamentals of Visual Arts such as the elements and the principle of design, materials and
techniques used in art as listed by Kim (2006). Ahmed, et al (2018) suggested that “the
application of the Chaos Theory helps to enhance artistic and aesthetic styles.” “The Chaos
Theory is based on mathematical systems which allow artists to form creative designs based on
the geometric organization in the distribution of the elements of design and their repetition
within the artistic surface in the form of pattern or colour sequences which forms a new meaning
of creative concepts in the artistic composition” (Ahmed, et al, 2018). Thorough knowledge of
the fundamental in Visual Arts will assist students in organizing the layout and/or composition of
Design Project 17
an artwork. Templates may be used as a tool to assist art students with applying their knowledge
of the fundamental in Visual Arts to organize their artworks. Farrah (2008) stated that “templates
can use conventional co-ordinate geometry to define positions of panels and objects.” He also
suggested a two-step process, first, the objects are positioned to a first panel and then in the
Proposed Designs
The RELATE Instructional Model (designed by the researcher) adopts a scaffolding inquiry
approach whereas the students are encouraged to engage in consistent inquiry to assist them with
developing meaningful concepts to which they can ‘relate’. The inquiry process involves
introducing and inspiring students through other artists’ works to influence the production of
their own. "RELATE” is an acronym that stands for the various steps in the model. The
R- Relevance- Guide students into selecting a theme which is relevant to student’s interest
E- Expose- Introduce students to artists whose artworks reflect the theme they have selected.
Instructional methods may include, field trips to art galleries and the showcase of a virtual
gallery.
L- Learn- Students will research about the artist whose artworks reflects their theme. Research
should include background information about the artist, art style practised by the artist,
A-Apply- Students would then apply what they have learnt from the artist to guide the
T- Tell- Students will tell about their experience through written reflection where they would
express how the artists they inquired about, influenced them as an aspiring artist.
Design Project 19
E- Evaluate- Compare students’ ideas before and after being exposed to an artist through the
Questionnaires, (see appendix A) were distributed to assist the researcher to determine the
viability of the proposed solution. Based on the results the researcher decided to modify the steps
of The RELATE Instructional Model. The gathered data revealed that most students were not
able to relate fundamental information. Therefore the researcher decided to change the first stage
of the RELATE Instructional Model from Relevance to Review. This step will allow the students
to review relevant information which would guide the progression of their designs. The second
stage was also changed from Expose to Explore, the researcher believes that it is important that
students explore the artworks done by artists. According to Ayers Paul and Tay (2016)
“Students can experience abstract ideas and values through the concrete examples illustrated in
contemplation.” Hence the third stage of the RELATE Instructional Model, ‘Learn’, will allow
students to document what they have learnt. Slight changes were made to the other three stages,
R- Review- Guide students through the process of reviewing fundamental information related to
Visual Arts and the Visual Arts CSEC syllabus. This includes the Elements and Principles of
Art, theme selection and the selection of a fitting Visual Art option.
E- Explore- Allow students to explore artworks done by other artists (whose artworks reflects
the students chosen theme and option). Students will be encouraged to gather information about
their selected artist. Students will then create a pictorial reference board, which will include
images of artworks done by the artist and other images which reflects the students’ theme.
Design Project 20
L- Learn- Students will be encouraged to make connections with other artists’ work, society,
culture and the environment and to guide the production of their artworks. Students will be
expected to document information garnered from the review and explore process which they
found useful.
A-Apply- Students would then be instructed to apply what they have learnt to guide the
development of own design and their artworks. They must be made aware of copyright policies.
T- Tell- Teacher will allow students to talk about their experience through written and oral
reflection where they would express how their inquiry influenced them as an aspiring artist.
E- Evaluate- Teacher will provide students with feedback. Students’ ideas before and after
The Art Concept Reference Kit in Correlation with the RELATE Instructional Model
The Art Concept Reference Kit in Correlation with the RELATE Instructional Model is a source
of reference to assist Visual Art students with the development of meaningful concept ideas for
their artworks. The RELATE instructional model provides the foundation of the Art Concept
Reference Kit in that the various steps in the model, were interrelated into the production of this
Kit. The Art Concept Reference Kit in correlation with the RELATE instructional model
“Conceptual hard scaffolding involves wide and specific art inquiry about topics while strategic
hard scaffolding consisted of question formulation technique” (as cited by Erickson, 2018).
Conceptual hard scaffolding will be utilized within the Art Concept Reference Kit as students
will be allowed to engage in a wide review inquiry about the fundamental of Visual Arts.
Students will also be involved in specific art inquiry, as they will be required to become
acquainted with the art style practice by a particular artist. The Art Concept Reference Kit will
also utilize strategic hard scaffolding on a small scale, students will be presented with guided
reflective questions which will allow students to express their learning experience with the use of
the Art Concept Reference Kit to assist them with developing designs
The researcher chose to present the Kit in the form of a booklet for the targeted audience to
receive in a word document format. Visual Arts Teachers will be required to facilitate the
students while they use it. The Art Concept Reference Kit begins with an information bank
which would fulfil the first stage of the RELATE Instructional Model, ‘Review.’ Data gathered
from the questionnaire in Appendix A, reveal that most students need to be reminded of
fundamental data related to Visual Arts. Therefore, the Information Bank will include
fundamental data related to Visual Arts and the Visual Arts syllabus, such as the elements and
the principles of design, a list of themes, artists and art options. Blank leaves will also be
provided in the information bank for the students to document any additional information (such
as techniques, tips, background information, etc.). According to the Visual Arts CSEC syllabus
(2011), students are required to select a theme which should be reflected in all their artworks.
Students are also required to select an artist whose artwork reflects their chosen theme.
According to Schiefele (1991), “A person that is interested in a certain topic is motivated to learn
or become involved with that topic for its own sake (as cited by Bachleda & Bennani, 2016).”
Design Project 22
Therefore, a form is provided in the Art Concept Reference Kit for students to record their
chosen theme and Art option along with the reason for their selections. A concept map template
is also provided in this section as a tool to assist students expounded on their selected theme.
Following this is the ‘Explore’ section of the kit, designated for students to explore artworks
done by other artists through the development of a pictorial reference board. It was noticed by
the researcher during the observation of a Visual Arts class prior to the implementation of the Art
Concept Reference Kit that the Visual Arts students prefer practical activities rather than written
tasks (see appendix B). Therefore, instead of having the students write a detailed description of
their selected artist’s artwork, the researcher decided to have the students create a pictorial
reference board. The pictorial reference board should include images of artworks done by the
students’ chosen artist along with other images which reflects their theme and Art option.
Students will be expected to closely observe the art style and techniques practised by their
selected artist. The participant will then be required to document useful information which they
learnt from their inquiry, this would be done in the ‘Tips and Technique’ section of the Art
Concept Reference Kit. The tips and techniques section of the Art Concept Reference Kit was
included to fulfil the ‘L- Learn’ phase of the RELATE instructional model. The information that
the students will write in this section would serve as a source of reference to guide students while
they work. The ‘Tips and Technique’ section would also be used to inform the researcher of
what the student learnt from their inquiry. The Art Concept Reference Kit is a tool that students
can update as they discover new tips and techniques, which will foster their growth as art
The Art Concept Reference Kit includes a Template Bank which students may choose from to
aid with the organisation of the layout of their design. Students will be expected to glean ideas
Design Project 23
from their pictorial reference board, the information bank and other research materials. The
researcher discovered from observations (see Appendix B) done during a Visual Arts class that
the students had a challenge with organising the composition in their artwork. The students also
challenge with expressing and achieving their ideas in the production of their artworks. These
responses and observations influenced the researcher decisions to include a Template Bank in the
Art Concept Reference Kit. Students will be expected to select a template to assist them with
organising the layout of their artworks. There are also illustrations to show students how the
templates may be used included in the Art Concept Reference Kit. This process fulfils the
‘Apply’ section of the RELATE Instructional Model. The students will then ‘Tell’ (the fifth
stage of the RELATE instructional model) of their experience with the aid of guided reflective
questions which will be provided in the Art Concept Reference Kit. The teacher will then
provide students with feedback base on the production of final design and artwork. The teacher
will compare the students’ ideas before and after using the Art Concept Reference Kit in
A copy of the Art Concept Reference Kit can be found by following the link below:
http://neitaedid2012eportfolio.weebly.com/prototype.html
Design Project 24
The Art Concept Reference Kit may be utilized within an online, face-to-face or hybrid learning
environment. However, for this project, the researcher planned to test the Art Concept Reference
Kit within a face-to-face environment. The researcher believed that this approach would be
necessary since the students would be using the tool for the first time and it would have been
easier for teachers to demonstrate how to use the Art Concept Reference Kit correctly and to
monitor the progression of the students within a face-to-face environment. However, during the
time scheduled for the Kit to be tested all schools islandwide were suddenly closed due to the
pandemic caused by COVID 19. Therefore, the Art Concept Reference Kit was implemented via
online platforms such as Google Classroom, emails and WhatsApp. Each student was assigned
an individual task, (which is an expectation of the Visual Arts CSEC syllabus) they were
instructed to use the Art Concept Reference Kit to assist them with the development of their
design.
Methodology
For this study, the researchers employed mixed methods to gather qualitative data. “Qualitative
methods will allow the researcher to unearth rational, serendipitous and intuitive information
relating to the students' personal experience” (Maanen, 2019) which according to Boyd (2009)
that “a researcher can be confident about the validity of the data when different methods were
used and data collected yield substantially the same results” (as cited by Cohen, et al., 2007).
Winter, (2000) also implied that triangulation allows honesty, depth, richness and scope of the
Design Project 25
data achieved, it also discourages the disinterestedness or objectivity of the researcher” (as cited
The data collection methods used for this project are questionnaires, observations and open-
ended phone interviews. Information was gathered from the participants before, during and after
the testing of the Art Concept Reference Kit. Before the implementation of the Art Concept
Reference Kit, an observation was done and questionnaires were distributed to the participants.
The data gathered was used to give the researcher greater insights into the viability of the
proposed solution and the nature of the targeted audience. Ten students participated in
The researcher made the necessary adjustments to the Art Concept Reference Kit based on the
data gathered and then proceeded to test the Art Concept Reference Kit with the available
participants. The Kit was tested with the students virtually (as aforementioned) due to the ‘Stay
Home’ order commissioned due to COVID 19. Due to several limitations, the active participant
reduced from twelve to seven, with only five persons completing the process. The researcher
provided materials (such as instructional videos) via a Google Classroom to assist the
participants to navigate through Art Concept Reference Kit. Some students were consistent with
completing and submitting the requirement for each step outlined in the Art Concept Reference
The researcher noticed that most students stop working at the fourth step which required them to
document the tips and techniques they learnt from their selected artist, the information bank and
other research. Two students also expressed that they did not understand how to use the template
bank. The students were provided with further instructions and videos which illustrated how to
Design Project 26
use the template bank. However, they still did not quite grasp what was expected of them. At this
point, the researcher recognized that it was necessary to conduct a training session to address the
The training session was conducted via Zoom. Each participant was sent an invitation to attend
the training session, however only six persons were present, two teachers and four students. The
presentation slides used during the training sessions were sent to the participants who were
unable to attend via WhatsApp and email. A post-training survey was conducted which allowed
students to evaluate the effectiveness of the training and to indicate the readiness of the
participants to proceed to the remaining stages. The researcher believes that the training session
went fairly well. The responses from the survey reveal that the participants have a general
understanding of how to proceed with their designs. The results of this survey may be found in
Appendix C. After the training session students proceeded to complete their designs. The
participants who were actively engaged in using The Art Concept Reference Kit to develop a
meaningful design participated in a phone interview (see Appendix E) upon the completion of
their design.
Ethics
research; these will be no more so than at the stage of access and acceptance, where the
accuracy and scientific impartiality.” For this reason, the researcher was sensitive to the
procedure used to implement and evaluate this Design Project. The researcher protected the
privacy of the institution by changing its name. The participants were informed of the purpose of
Design Project 27
the questionnaires and survey they completed. The names of the participants were not included
in the design project report and the information they shared remained confidential. The
researcher was aware of the abilities of each participant, this allowed her to treat each individual
sensitively and according to their strengths and weakness during the testing of the Art Concept
Reference Kit. The researcher communicated with the participants via email and WhatsApp. The
students’ parents were aware and in the consent of their child communication with the researcher
through these media. All participants were treated respectfully and impartially.
Evaluation of Findings
After the training session, students continued with the development of their design with the aid
of the Art Concept Reference Kit. The students were provided with feedback after they
submitted their design. The teacher observed evidence of growth in the students’ designs. Their
designs revealed that they were able to utilize the elements and principles of designs more
effectively than before. It was also observed that the students implemented techniques that they
learnt from their chosen artist in the development of their designs (see Appendix F). There is still
room for improvement and the researcher believes that the students required more practice with
the Art Concept Reference Kit. A short phone interview (see Appendix E) was conducted with
the participants who completed their design. Participants were asked to share their thoughts
about the Art Concept Reference Kit. Three students responded and their comments were “it’s
helpful to create an artwork”, “It's good, it helps me a lot” and the other student was not sure.
The Visual Art Teachers expressed that “The Art Concept Reference Kit is an excellent tool to
use with CSEC students. Especially for grade 10 students as it will allow them to develop a
better understanding of the criteria needed for the CSEC syllabus concisely. As well as it
develops a more methodological approach to their art-making. It makes it easier for students to
Design Project 28
comprehend as well as build on existing knowledge.” It was also observed that the Art Concept
Reference Kit also looked at the four at three of the C’s in the 21st-century classroom, choice,
The participants were also asked to share what they like about the Art Concept Reference Kit.
One student expressed that she likes “how organized it is and how it helps to organize artworks.”
This response indicates that the Template Bank section of the Art Concept Reference Kit was
utilized for its intended purpose. Another student expressed that she “likes the way the
instructions are organized,” which suggested that students appreciate and are responsive to clear
instructions.
The Visual Art teacher expressed that the “sequencing of each concept is good as it breaks down
the art-making process for students. It’s no longer about only making beautiful art but one of
meaning. Each section scaffolds on the other.” It was also expressed that “the use of the Pictorial
Reference Board, as well as the concept map, shows that there was attention paid to students of
different abilities.” The researcher appreciates these responses, as they revealed that the intended
functionality of the Art Concept Reference Kit was realized. The participants were asked to
suggest recommendations for improvement. The researcher modified the Art Concept Reference
Different factors contributed to the modification of the Art Concept Reference Kit in correlation
to the RELATE instructional model. These factors include the participants’ prior knowledge,
cognitive abilities, remote communication with participants, and the available platform.
The researcher initial plan was to deliver the Art Concept Reference Kit within a face to face
environment. Notwithstanding, the COVID 19 effects forced the researcher to move the method
of delivery in a virtual environment. Videos were provided to assist students with using the Art
Concept Reference Kit as a tool. However, it was recognized that the provisions that these videos
may not have been effective enough. Students expressed that they had a challenge with
progressing beyond the pictorial reference board that they created. This situation prompted the
researcher to conduct a training session (with the aid of a PowerPoint presentation) to assist
students to continue using the Art Concept Reference Kit. The researcher believed that the slide
that offered a step by step demonstration to use the Art Concept Reference Kit was particularly
appreciated by the students based on how they responded to it. Therefore the researcher decided
to merge the demonstration slide (see Appendix D) in the Art Concept Reference Kit.
The participants who completed their designs with the aid of the Art Concept Reference Kit
offered recommendations for improvements during a phone interview (see Appendix E). A
student suggested that more info be added to the Kit and that pictures could be used as examples
to assist with explaining the information. The researcher agrees that more pictures could be used
as examples to clarify information and instructions also. Therefore more pictorial examples were
added to the ‘Template Bank’ section of the Art Concept Reference Kit. It was also
recommended that information on colour mixing be included in the ‘Information Bank’. The
researcher liked that idea, however instead of providing the students with written information on
Design Project 30
colour mixing, a template specifically for that purpose will be included in the Template Bank. A
colour mixing template will promote discovery learning and provide students with a thorough
understanding of how to achieve different colours based on firsthand experience. Mastering the
skill of mixing colours will increase students’ confidence while they develop designs for their
artworks. They would advance from using basic colours to a wider variety of colours which will
Another recommendation from the Visual Arts teacher was to include a self-evaluation and a
peer-evaluation sheet for the students' convenience in the ‘Evaluation’ section of the Art Concept
Reference Kit. It was revealed in the first questionnaire (see Appendix A) that some students are
the Art Concept Reference Kit would be suitable. The researcher believes that the students would
appreciate constructive feedback from their peers which they could refer to guide the
development of their design. Art students should be frequently engaged in self-evaluation and
reflection, according to Groenendijk, et al. (2019), “students should be the first to judge the
quality of the work, using the goals and criteria set at the start.” Therefore, in addition to the
guided reflective questions, the researcher will also include a self-evaluation sheet in the
Evaluation section of the Art Concept Reference Kit. The decision was taken to include a self-
evaluation sheet as this should be as the impetus for an introspective and analytical approach to
their artworks thus creating meaningful designs. It was also recommended that the CSEC rubric
be included in the Art Concept Reference Kit. The students must understand the standard
required of them according to the Visual Arts CSEC syllabus. According to Groenendijk, et al.
(2019), “providing rubrics prior to assessments makes the process transparent.” For that reason, a
copy of the CSEC rubric for Visual Arts will be included in the evaluation section of the Art
Design Project 31
Concept Reference Kit. The researcher appreciates the factors and recommendations that resulted
in the development and subsequent modification of the Art Concept Reference Kit.
Please follow the link below to view the modified Art Concept Reference Kit
http://neitaedid2012eportfolio.weebly.com/modified-prototype.html
Limitations
The Art Concept Reference Kit was designed to be tested in a face-to-face learning environment
with the direct availability of the teacher, to guide the students through the functionality of the
Kit. However, due to the pandemic caused by COVID 19, this had to be done virtually. The
researcher understands that the participants are not intrinsic learners, hence presenting the Art
Concept Reference Kit to them for the first time within an online environment posed a challenge.
The researcher started with twelve students before the closure of the school, however, only five
students were consistently active throughout the testing period. The researcher did her best to
gather information from all students, however, there were constraints caused by different factors
such as unreliable internet connections, scarcity of digital devices and some students just did not
respond.
Design Project 32
The Art Concept Reference Kit in correlation with the RELATE instructional model was
designed as a possible solution to amend the problem that CSEC Visual Art students and
teachers were facing. The students had a challenge with developing meaningful concepts for
their artworks, therefore they were heavily dependent on their teacher to assist. The Art Concept
Reference Kit was therefore developed as an alternate source of reference to alleviate the Art
teachers. The Art Concept Reference Kit adopted a scaffolding inquiry approach so that students
would benefit from and grow to appreciate personal research to aid with the development of their
designs. The inquiry stage was a detailed process where participants reviewed fundamental
content related to Visual Arts and investigated an artist whose body of work reflected their
theme. Students were then guided through a process of using the tips and techniques they learnt
from inquiry to assist with the development of designs for their artwork. Templates were used to
The initial targeted audience consisted of two Visual Arts teachers and twelve students who are
pursuing the Visual Arts programme at the CSEC level. However, only five students along with
the teachers (who acted as facilitators) consistently participated in the project due to factors
described under limitations. The reduction of active participants was discouraging as the
researcher was anticipating that the entire targeted audience would have benefited from the Art
The results from the data gathered before, during and after the testing of the Art Concept
Reference Kit revealed that its intended outcome was accomplished with the available
participants. The active participants depended on the Art Concept Reference Kit instead of their
teacher to assist them with the development of meaningful designs for their artwork. The
Design Project 33
students’ designs revealed evidence of improvement and the data gathered from post-testing
interview and observation (see Appendices E and F) implies that the participants appreciate and
embrace the Art Concept Reference Kit. The designs produced by the students were not perfect,
however, the researcher believes that with frequent use of the Art Concept Reference Kit their
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Design Project 35
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Design Project 39
Appendixes
Appendix A- Questionnaire
It has been observed that the Visual Arts CSEC students have a challenge with developing
meaningful concepts for their artworks. They often depend on the teacher to develop their
designs. “This can be strenuous on the teacher mentally and physically, especially with a large
group of students”, (Neita, 2019). “There is a need for teachers to implement strategies that will
allow students to critically and independently develop concepts to guide the production of their
artworks” (Neita, 2019). This questionnaire will be used as a tool to gather information which
will assist the researcher to develop fitting strategies which will aid the aforesaid need.
a) Drawing
b) Painting and Mixed Media
c) Graphic Design and Communication
d) Textiles Design and Manipulation
e) Fibre and Decorative Art
5. Have you ever seen any artwork which showcase your chosen theme?
a) Yes
b) No
a) My classmates
b) My parents
c) My teacher
d) Past art students
e) Other, please state_____________________________
a) No, go to item 8a
b) Yes, go to item 8b
8a) I don’t you know the elements and the principles of design because
d) I don’t think it is necessary to know the elements and the principles of design
8b) List the elements and the principles of design in the spaces provided below.
Elements of Design:
______________________________________________________________________________
______________________________________________________________________________
________________________
Principles of Design:
______________________________________________________________________________
______________________________________________________________________________
________________________
a) A few minutes
b) About an hour
c) A few hours
d) About a day
e) Almost a week
10. Do you believe that it is important to develop a thorough design to guide the production of
your artworks?
a) Yes
b) No
Design Project 42
This questionnaire was distributed to grade ten students who chose to do Visual Arts at the
CSEC level. A total of 10 students were issued questionnaires and all 10 students responded.
Students were able to complete the questionnaire within approximately ten minutes.
Questionnaire Results
a) Drawing
b) Painting and Mixed Media
c) Graphic Design and Communication
d) Textiles Design and Manipulation
e) Fibre and Decorative Art
Design Project 43
Sunset
Sports
Fashion
Nature
Food
Vehicles
Flowers
Three participants stated Nature and two stated food, all the other options were selected by
individual students
e 0
d 4
Options
b 2
a 4
5. Have you ever seen any artwork which showcase your chosen theme?
a) Yes
b) No
Developing ideas
1 2
a b c d e f
a) My classmates
b) My parents
c) My teacher
d) Past art students
e) Other, please state_____________________________
a) No, go to item 8a
b) Yes, go to item 8b
8a) I don’t you know the elements and the principles of design because
4
d
0
3
c
3
Options
2
b
4
1
a
0
8b) List the elements and the principles of design in the spaces provided below.
Elements of Design:
______________________________________________________________________________
Principles of Design:
______________________________________________________________________________
Although five persons selected Yes at question 7 only two persons attempted question 8b and
responded correctly
Design Project 47
a) A few minutes
b) About an hour
c) A few hours
d) About a day
e) Almost a week
2 2
1 3
a b c d e
10. Do you believe that it is important to develop a thorough design to guide the production of
your artworks?
a) Yes
b) No
All students agree that it is important to develop a thorough design to guide the production of
their artworks
Design Project 48
The researcher observed the Visual Arts CSEC students and teacher using the criteria in the table
listed below. This observation was done during a Visual Arts class before the implementation of
the Art Concept Reference Kit. The results are indicated in the same table
y
Teachers facilitate students
creativity
Five participants completed the Post-training survey. The results presented below:
1. What do you like about the Art Concept Reference Kit? Give reasons for your response
The researcher conducted a phone interview with five participants. Their responses are stated
below:
1. What do you like about the Art Concept Reference Kit? Give reasons for your
response
Students’ Responses
Teacher’s Responses
The sequencing of each concept is good as it breaks down the art-making process for
students. It’s no longer about making beautiful art but one of meaning. Each section
The use of the pictorial mood board, as well as the concept map shows that there was
Students’ Responses
Am not sure
Teacher’s Responses
It is an excellent tool to use with CSEC/CXC students. Especially grade ten students for
them to understand the criteria needed for the CSEC/CXC syllabus in a concise manner.
It also looked at three the if the four C’s in the 21st century classroom, choice, critical
Student’s Responses
More info can be added and pictures can also be used as examples after giving info.
Not sure,
There's nothing there to be improved. This participant expressed that the Art Concept
Teacher’s Responses
A self-evaluation sheet for the students, a peer evaluation sheet and the
y
Teachers facilitate students
creativity
Students engage in tasks and appear
enthuse