UNDERGRADUATE RESEARCH IN ART Undergraduate Research in Art: A Guide for Students supplies tools for scaffolding research skills, with examples of undergraduate research activities and case studies on projects in the various areas of the study of art—from art history, art education, and fi ne art therapy, to studio art, graphic design, and digital media. Although art degree programs don’t always call it research, many undergraduate activities in art have components that could be combined into comprehensive projects. The book begins with an overview chapter, followed by seven chapters on research skills, including literature reviews, choosing topics, formulating questions, citing sources, disseminating results, and working with data and human subjects. A wide variety of subdisciplines follow in Chapters 9 through 1 8 , with sample project ideas from each, as well as undergraduate research conference abstracts. The fi nal chapter is an annotated guide to online resources that students can access and readily operate. Each chapter opens with inspiring quotations, and wraps up with applicable discussion questions. Professors and students can use U ndergraduate Research in Art as a text or a reference book. Vaughan Judge is Director of the School of Art at Montana State University. Jenny Olin Shanahan is Director of Undergraduate Research at Bridgewater State University, with leadership positions in the Council for Undergraduate Research. Gregory Young is Professor of Music at Montana State University and has held ongoing posts in conferences in undergraduate research and in curriculum development. Routledge Undergraduate Research Series Series Editors: Gregory Young, Montana State University, and Jenny Olin Shanahan, Bridgewater State University Undergraduate Research in Music A Guide for Students Gregory Young and Jenny Olin Shanahan Undergraduate Research in Art A Guide for Students Vaughan Judge, Jenny Olin Shanahan, and Gregory Young Undergraduate Research in Dance A Guide for Students Lynnette Young Overby, Jenny Olin Shanahan, and Gregory Young Undergraduate Research in Film A Guide for Students Lucia Ricciardelli, Jenny Olin Shanahan, and Gregory Young www.routledge.com/Routledge-Undergraduate-Research-Series/book-series/ RURS UNDERGRADUATE RESEARCH IN ART A Guide for Students Vaughan Judge Montana State University Jenny Olin Shanahan Bridgewater State University Gregory Young Montana State University First published 2019 by Routledge 52 Vanderbilt Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2019 Taylor & Francis The rights of Vaughan Judge, Jenny Olin Shanahan, and Gregory Young to be identifi ed as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice : Product or corporate names may be trademarks or registered trademarks, and are used only for identifi cation and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-1-138-58740-3 (hbk) ISBN: 978-1-138-58741-0 (pbk) ISBN: 978-0-429-50397-9 (ebk) Typeset in Bembo by Apex CoVantage, LLC CONTENTS Series Foreword vii Preface viii Acknowledgments xi 1 Overview 1 2 Literature Reviews 8 3 Choosing Topics and Formulating Appropriate Research Questions or Project Goals 19 4 Working With Human Subjects 28 5 Collecting Data and Carrying Out Arts Research 34 6 Analyzing and Synthesizing Data 51 7 Citing Sources 59 8 Dissemination of Results 65 9 Studio Art and Related Topics 81 10 Art to Market: Entrepreneurship 95 vi Contents 11 Interdisciplinary Ideas: The Path Less Taken 111 12 The Discovery of Knowledge in Art History 116 13 Art Theory 120 14 Art Education 126 15 Art and Technology 135 16 Art Therapy 142 17 Culture and Popular Art 151 18 Philosophy of Art 165 19 Online Resources 170 Index 175 SERIES FOREWORD The Routledge Undergraduate Research Series was created to guide students and faculty, particularly in the arts and humanities, working on a wide variety of research and creative projects. After a brief overview, chapters on the research process common to all disciplines follow, and then several chapters that pertain specifi cally to the discipline. The National Conferences on Undergraduate Research have expanded annually since 1987 to about 4,000 participants. The British Conference on Undergraduate Research has been an annual event since 2011, and the World Congress on Undergraduate Research started in 2016, demonstrating the relevancy of this movement in our changing higher education curriculum. Gregory Young and Jenny Olin Shanahan Series Editors PREFACE The Expansion of Undergraduate Research Over the past 40 years in the United States, undergraduate research activity in colleges and universities has been increasing dramatically, led initially by science professors needing help in laboratories. Thanks to national organizations such as the Council on Undergraduate Research (CUR) and the National Conference on Undergraduate Research (NCUR), these activities have been spreading rapidly into all disciplines. In fact, even though CUR was started by chemists at primarily undergraduate institu- tions in 1978 as a way of collaborating with undergraduates in their research labs, the largest division of CUR at the present time is Arts and Humanities. NCUR began in 1987 as a celebration of undergraduate research in any discipline, open to all col- leges and universities, and currently registers about 3,500 student presenters and 500 faculty mentors annually. In 2011 the fi rst British Conference on Undergraduate Research (BCUR) was held, and it continues annually with the recent addition of Posters in Parliament, modeled after Posters on the Hill in Washington, DC. The Australian Conference on Undergraduate Research (ACUR) started in 2012, and Australia also has Posters in Parliament now. The fi rst World Congress for Under- graduate Researchers (WorldCUR) was held in Qatar in November 2016. The primary reason that undergraduate research (UR) has spread throughout the world in every academic discipline is that it directly benefi ts students in a host of areas. Students who participate in UR are more likely to persist in college and graduate on schedule. They demonstrate signifi cant gains in valuable skills such as critical thinking and analysis, oral and written communication, and logic and problem-solving. And student researchers report increased self-confi dence, excite- ment about their fi eld of study, and clarity about future goals. The benefi ts of Preface ix participating in UR have been so well established that the Association of American Colleges and Universities has identifi ed it as a high-impact practice—one of the key aspects of a college education shown to make a signifi cant positive difference in the lives of students (Brownell & Swaner, 2010; Kuh, 2008). Undergraduate research and other high-impact practices benefi t students from every demographic group, major, and type of institution of higher education, though fi rst-generation and underrepresented minority students show the greatest gains (Brownell & Swaner, 2010; Linn, Palmer, Baranger, Gerard, & Stone, 2015). Researchers concur that the advantages of participating in UR are most directly linked to the opportunities it offers for students to work closely with their professors in meaningful and pro- foundly interesting work. Despite decades’ worth of evidence that UR is one of the most transformative pursuits a college education can provide, the majority of UR opportunities contin- ues to be highly selective (often only for honors students) and limited to students in the laboratory sciences. They are not typically as available to students in disciplines such as art, where creative activity abounds, but “research” has not been the main focus, at least with undergraduates. About This Book We wrote this book to help faculty and students in the arts, and visual art in par- ticular, become more accustomed to viewing what they do through the lens of “undergraduate research”, especially when a more inclusive sense of scholarship and creative activity is included. The acronym URSCA, which refers to undergraduate research, scholarship, and creative activities, is seen by many as a more fi tting way to talk about and recruit students to such opportunities. Creating opportunities for art students to participate in URSCA offers them access to a high-impact practice that may improve their cognitive and emotional development, acquisition of highly valued skills, and preparation for post-baccalaureate opportunities. This book is organized in two large sections. C hapters 1 through 8 cover some of the fundamentals of research methods, many of which are common to most disciplines and the different subject areas in art. They provide a foundation to help students get started in understanding research protocols and processes. Chapters 9 through 1 8 cover UR in art fi elds that are taught in many collegiate art schools. Chapter 19 provides annotated online resources, but certainly not an exhaustive list. Each chapter begins with inspirational quotes, a chapter summary, and then an explanation of the substance of the chapter, with examples and ideas for students to pursue. Many of the chapters have examples of abstracts submitted to conferences by undergraduate researchers across the United States. Art majors, from their fi rst semester until they take their capstone course, can use this book as a tool to build awareness about conducting scholarly work in the broad