The use of sketchnotes in teaching: 6th grade students’ experiences of art-based sketchnoting in history lessons
DOI:
https://doi.org/10.12697/eha.2023.11.2.07Keywords:
sketchnotes, arts integration, implementation research, history lesson, student experiencesAbstract
Visuaalseid märkmeid (sketchnotes, visual notes) on kirjeldatud kui rikkalikke märkmeid, kus kombineeritakse käsikirjalist teksti, joonistusi, käsitsi tehtud tüpograafiat, kujundeid ja visuaalseid elemente nagu nooled, kastid ja jooned (Rohde, 2013). Visuaalsetest märkmetest on täheldatud olulist kasu õppimisele, eeskätt info mälus talletamisele ja meenutamisele. Märkmete tegemist joonistustena saab käsitleda kunste lõimiva õppe komponendina. Uuringu eesmärk on kirjeldada õpilaste kogemust joonistatud märkmete tegemisest 6. klassi ajalootunnis, et teha järeldusi selle meetodi rakendatavuse kohta. Õpilased tegid üheteistkümnes ajalootunnis visuaalseid kokkuvõtteid käsitletust. Peale ajalookursuse lõppu täitsid 77 osalejat küsimustiku ja 8 osalejaga viidi läbi intervjuu. Õpilaste hinnangud lubavad järeldada, et selline kunstipõhiste märkmete tegemise viis võib sobida ajalookursuse osaks, kuna sel on potentsiaali toetada õppematerjali meeldejätmist, loomingulist eneseväljendust ja eneseregulatsiooni. Artiklis käsitletakse visuaalseid märkmeid ühe võimalusena lõimida kunste koolitundi.
Downloads
References
Altieri, L. J. (2017). From sketchnotes to think-alouds: Addressing the challenges of social studies text. Social Studies and the Young Learner, 30(1), 8–12. https://www.socialstudies.org/system/files/publications/articles/yl_300108.pdf.
Andersen, P. N., Klausen, M. E., & Skogli, E. W. (2019). Art of learning – an artbased intervention aimed at improving children’s executive functions. Frontiers in Psychology, 10, Article 1769. https://doi.org/10.3389/fpsyg.2019.01769
Andrews, B. W. (2016). Working together: A case study of a national arts education partnership. Counterpoints, 502, 31–42. https://www.jstor.org/stable/45157388.
Bae, J. (2013). Rethinking an elementary art methods course: A model of three visual arts integration strategies. Visual Arts Research, 39(2), 70–81. https://www.jstor.org/stable/10.5406/visuartsrese.39.2.0070.
Boroson, B. (2018). Picture this: "Sketchnoting" – taking notes through focused drawing can help students with autism assimilate new information in organically differentiated ways. Educational Leadership, 76(4), 34–39.
Boyle, J. R., & Forchelli, G. A. (2014). Differences in the note-taking skills of students with high achievement, average achievement, and learning disabilities. Learning and Individual Differences, 35(October), 9–14. https://doi.org/10.1016/j.lindif.2014.06.002
Boyle, J. R., Forchelli, G. A., & Cariss, K. (2015). Note-taking interventions to assist students with disabilities in content area classes. Preventing School Failure, 59(3), 186–195. https://doi.org/10.1080/1045988X.2014.903463
Boyle, J. R., & Joyce, R. L. (2019). Smartpen technology for note taking in inclusive English/language art classes. Reading & Writing Quarterly, 35(6), 525–538. https://doi.org/10.1080/10573569.2019.1579130
Bratash, V., Riekhakaynen, E. I., & Petrova, T. E. (2020). Сreating and processing sketchnotes: A psycholinguistic study. Procedia Computer Science, 176, 2930–2939. https://doi.org/10.1016/j.procs.2020.09.210
Brouillette, L. R., Fitzgerald, W., Burge, K., & Walker, P. (2008). Teaching writing through the arts in urban secondary schools: A case study. Journal for Learning through the Arts, 4(1). https://doi.org/10.21977/D94110048
Chandler, C. (2017). Improving student note-taking skills. Education Digest, 82(7), 54–56.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://www.jstor.org/stable/23359208.
Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia, J., & Harnett, S. (2021). Arts integration and 21st century skills: A study of learners and teachers. International Journal of Education & the Arts, 22(2). http://doi.org/10.26209/ijea22n2
Crespo, M. S., & Kyriakides, A. O. (2007). To draw or not to draw: Exploring children’s drawings for solving mathematics problems. Teaching Children Mathematics, 14(2), 118–125. https://www.jstor.org/stable/41199073.
Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
Erb, V. (2012). How to start sketchnoting. Bulletin of the American Society for Information Science and Technology, 39(1), 22–23. https://doi.org/10.1002/bult.2012.1720390108
Estrada, T. C., & Graham, M. (2021) Integrated learning in elementary arts education: Promising possibilities. Childhood Education, 97(6), 44–51. https://doi.org/10.1080/00094056.2021.2000298
Fancourt, D., & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being? A scoping review. World Health Organization. Regional Office for Europe. https://apps.who.int/iris/handle/10665/329834.
Fernandes, M. A., Wammes, J. D., & Meade, M. E. (2018). The surprisingly powerful influence of drawing on memory. Current Directions in Psychological Science, 27(5), 302–308. https://doi.org/10.1177/0963721418755385
Hardiman, M. M., Rinne, L., & Yarmolinskaya, J. (2014). The effects of arts integration on long-term retention of academic content. Mind, Brain, and Education, 8(3), 144–148. https://doi.org./10.1111/mbe.12053
Hardiman, M. M., JohnBull, R. M., Carran, D. T., & Shelton, A. (2019). The effects of arts-integrated instruction on memory for science content. Trends in Neuroscience and Education, 14, 25–32. https://doi.org/10.1016/j.tine.2019.02.002
Kuusk, T. (2010). Mis on lõiming? Teoses J. Jaani & L. Aru (toim). Lõiming. Lõimingu võimalusi põhikooli õppekavas (lk. 6–62). Tartu Ülikooli Haridusuuringute ja õppekavaarenduse keskus. https://www.digar.ee/arhiiv/et/raamatud/14239.
Laherand, M. L. (2008). Kvalitatiivne uurimisviis. Sulesepp.
Mackey, P., & Jacobson, H. (2011). Reframing information literacy as a metaliteracy. College and Research Libraries, 72(1), 62–78. https://doi.org/10.5860/crl-76r1
Mark, S. L., Constantin, G. L., Tinnell, T. L., & Alexander, O. (2020). It got me back to science and now I want to be a plant scientist: Arts-integrated science engagement for middle school girls. Journal of Learning through the Arts, 16(1). https://doi.org/10.21977/D916145329
Martin, B. H. (2017). Teaching the arts as a second language: A school-wide policy approach to arts integration. Arts Education Policy Review, 118(2), 116–122. https://doi.org/10.1080/10632913.2016.1160261
Moss, T. E., Benus, M. J., & Tucker, E. A. (2018). Impacting urban students’ academic achievement and executive function through school-based arts integration programs. SAGE Open, 8(2), 1–10. https://doi.org/10.1177/2158244018773131
Peppler, K. A., Powell, C. W., Thompson, N., & Catterall, J. (2014). Positive impact of arts integration on student academic achievement in English language arts. The Educational Forum, 78(4), 364–377. https://doi.org/10.1080/00131725.2014.941124
Peters, D. H., Adam, T., Alonge, O., Agyepong, I. A., & Tran, N. (2013). Implementation research: What it is and how to do it. British Medical Journal, 347, Article f6753. https://doi.org/10.1136/bmj.f6753
Petrova, T. E., Riekhakaynen, E. I., & Bratash, V. (2020). An eye-tracking study of sketch processing: Evidence from Russian. Froniers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00297
Põhikooli riiklik õppekava. (2011). RT I, 14.01.2011, 1. https://www.riigiteataja.ee/akt/108032023005.
Ratnik, M. (2021). Kunstide rakendamine õpilaste heaolu toetamisel koolis. Sotsiaalteaduste Dissertatsioonid. Tallinna Ülikool. https://www.etera.ee/s/u46RkQyl3n.
Rohde, M. D. (2013). The sketchnote handbook: The illustrated guide to visual note taking. Peachpit Press.
Rüütel, E., Luik, M., & Ratnik, M. (2020). Musical activities as a tool for a class teacher to include students in a school lesson. CFMAE: The Changing Face of Music and Art Education, 10–2018, 107–122.
Van Meter, V. P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17(4), 285–325. https://doi.org/10.1007/s10648-005-8136-3
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
