Abstract
The question of the role of the “research paper” in the age of generative AI is laden with difficulties. In contemplating alternatives that might exist that promote undergraduate research, this paper discusses “Curator Colab,” a collaborative research project designed to inspire deeper levels of engagement for majors and non-majors when conducting undergraduate humanities research. The project centers around developing an exhibition proposal – not necessarily novel in an art history course – however, this iteration is co-produced, experiential, with several steps taking place over multiple weeks facilitating deeper connection with art and the curatorial process while fostering confidence in analyzing and writing about artwork. It begins with ‘curatorial teams’ tasked with examining a specific exhibition/ installation assigned during a museum visit. Each student must submit an individual review of the work on view, but the primary goal is to collaborate on a design for a new exhibition concept that expands upon specific themes encountered in the museum show – developed through a series of collaborative work sessions in and out of class. Each teammate is required to conduct independent research on artists and to incorporate their work into the proposal. The teams present their final projects to the class - along with an explanation of how labor was divided between members – followed by group discussion over the different approaches taken. An alternative to the solitary, often isolating research paper, the emphasis is on a more intricate engagement with themes and concepts in art through collaboration, dialectical discussion and experiential learning.
Presenters
Wylie SchwartzAssistant Professor, Art History, State University of New York at Cortland, New York, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Collaboration, Experimental pedagogy, Active learning, Dialectical discussion, Undergraduate Research
