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The painted fieldnote: A method for contending with teaching, research, and place
1Art Education, Concordia University, Montreal, QC, Canada.
Multimodality & Society
|June 11, 2026
Summary
Painting outdoors, or plein-air, generated multimodal fieldnotes offering unique insights into community changes. This method enhances research, teaching, and public discourse in art education.
Area of Science:
- Art Education
- Community-Engaged Research
- Participatory Arts-Based Methods
Background:
- A 4-year community-engaged art education study explored participatory arts-based research methods.
- The study focused on participant reflections of changes in Pointe-Saint-Charles, a post-industrial Montreal neighborhood.
Purpose of the Study:
- To examine how plein-air painting generated multimodal fieldnotes.
- To explore the integration of painting into research, teaching, and public discourse.
- To demonstrate the value of painted fieldnotes as a multimodal method.
Main Methods:
- Practitioner reflection on plein-air painting during a community art education study.
- Utilizing an iPad and easel for individual painting to capture deeper insights.
- Documenting socio-spatial changes, theory generation, and public engagement through painted fieldnotes.
Main Results:
- Painted fieldnotes provided socio-spatial insights into neighborhood infrastructure and cultural meanings.
- Painting served as a method for theory generation via meditative research engagement.
- The act of painting fostered multimodal public discourse, encouraging reflection and engagement.
Conclusions:
- Painted fieldnotes offer a valuable, multimodal approach to thinking, noticing, and teaching through place.
- This method enhances personal practice and influences the teaching of pre-service teachers.
- Plein-air painting provides insights transcending written methods in art education research.
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