This action research project aimed to examine and develop innovative practices and methodologies for the Visual Art Curriculum and classroom in Ireland. The research seeks to explore the recent advances in curriculum and policy change as part of the new Junior cycle Visual Art Curriculum (2017).

The research explores the ways in which learning through a master/apprentice model can benefit learners and enhance knowledge and skills in a design brief. Furthermore, it provides a case-specific example of the ways in which teachers could use a pedagogical approach to model sketchbook practice in the art and design classroom. The aim of this approach was to make sketchbook practice in a design brief more accessible to students when they experienced their teacher doing it alongside them, while also giving students a sense of ownership over their sketchbooks and final pieces. This research project was conducted over a ten-week block period with a group of nine fifth year students in a mixed, educate together Irish secondary school. The school is an equality-based, co-educational, democratically run and learner centred school.