In an effort to assist self-guided artists in constructing meaning and creativity through the technique of printmaking, the author has compiled a curriculum to engage these artist/students in thoughtful research, discussion, art-making, and critique. In this qualitative case study there are eight participants from age 14 to 79, with varying educational and art experience, who enrolled in a relief print workshop with no recompense other than participation. The particular benefits of learning relief printing are described. The author's goal is exploration of student responses to a curriculum centered around constructing meaning and engaging in introspective and informed discussion. In fostering open inquiry and analysis, the author was able to cultivate a place of personal discovery in a community class and gain insights into teaching, learning, and curriculum design.
College and Department
Fine Arts and Communications; Art
BYU ScholarsArchive Citation
Rydalch, Sally Jayne, "Personal Puzzles: Exploring Meaning in a Printmaking Workshop" (2018). Theses and Dissertations. 6751.
constructing meaning, personal meaning, printmaking, case study, workshop, community, relief print, self-taught artists, multi-age class, reverse approach, Sandy, Utah