An Authorial Course as a Form of Artistic Research

Ekaterina Zaznova
Artist, educator, author of the “Watercolor & Alcohol” method,
Member of the Union of Russian Watercolorists (SAR), IWS, AWS, NWS, TWSA

Abstract

This article examines the authorial course as a form of artistic research, using as a case study the course “Watercolor & Alcohol”, developed and implemented by me in 2024–2025. The course is based on an original artistic methodology officially registered with the U.S. Copyright Office and combines experimental work with watercolor and isopropyl alcohol, elements of pedagogical design, and practices of visual self-inquiry. As part of a broader artistic–educational system, the course functions both as training and as artistic inquiry, confirming the relevance of authorial methodologies in contemporary visual education.

Keywords: authorial course, watercolor, alcohol, methodology, artistic research, pedagogy, visual education.

Introduction

Contemporary forms of art education are rapidly moving away from purely academic models toward flexible, author-driven approaches where the instructor’s personal practice becomes an integral part of the curriculum. In this context, it is important to consider the authorial course not merely as a means of skill transfer but as an instrument of artistic research—a platform in which teaching and creation develop in parallel.

The purpose of this article is to present my authorial course “Watercolor & Alcohol” as an example of such a research-based structure, to substantiate it as an independent methodological and artistic system, and to describe the principles on which it is built.

1. Initial Context and Motivation for Development

My work on the course began with my personal artistic practice, in which I systematically investigated the behavior of watercolor pigment in an alcohol environment. Through these creative experiments, I identified recurring patterns, including:

– Differences in pigment behavior at varying alcohol concentrations (30%, 50%, 99%)
– The influence of temperature and evaporation rate on watercolor dynamics
– The possibility of deliberately creating complex textures through controlled intervention with alcohol at various stages of drying

On the basis of this accumulated material, I began to formalize a personal system of artistic solutions, which subsequently developed into a methodology combining practice, experimentation, and an educational structure.

2. The Methodology as a System

The “Watercolor & Alcohol” methodology consists of several components:

1. Alcohol-concentration modules (low, medium, pure), with analysis of resulting visual effects

2. Genre adaptation: botanical, marine motifs, abstract compositions

3. Variability of application forms: spraying, pouring, point intervention

4. Phase-based work: wet-on-wet, semi-dry, and dry-layer processes

5. Layer management: multilayering, glazing, and controlled lifting

6. Tools: brushes, pipettes, sponges, spray bottles

The elements of the method are adapted to different skill levels—from beginner to professional. In contrast to academic courses, this approach does not limit students to a fixed set of techniques but engages them in personal artistic research, where outcomes may be unpredictable yet remain subject to visual analysis.

3. The Course as an Educational System

The course has been implemented on several international platforms (including Udemy), translated into English, and adapted for both individual and group online learning. It includes:

– Video lectures demonstrating techniques
– A PDF guide with step-by-step analysis
– Assignments focused on experimentation
– Reflection blocks
– Reviews of student work
– Personalized feedback from the instructor

Observation of student progress revealed a stable trend: the course produces not only technical improvement but also transformational impact. Participants describe returning to practice, expanding their visual language, and changing their attitudes toward mistakes as integral parts of the artistic process.

4. The Course as a Research Model

From a pedagogical perspective, this course implements a “learning through experiment” model, where students receive not a fixed formula but a flexible algorithm of action. This enables each participant to develop a personal style within the proposed system.

From an artistic perspective, the course serves as evidence that contemporary art can be explored through teaching as well as through exhibition practice.

Based on observations, feedback, and accumulated visual material, it can be stated that this course:
– Enables the creation of original, non-replicable visual images
– Fosters a research-oriented approach to artistic processes
– Develops the ability to critically evaluate one’s artistic outcomes
– Promotes the integration of nonstandard techniques into personal practice

5. Institutional Recognition

The methodology has been officially registered with the U.S. Copyright Office as an original authorial development. Both the methodology and its pedagogical implementation have received high evaluations from representatives of the international communities of which I am a member.

Conclusion

The course “Watercolor & Alcohol” exemplifies how an authorial artistic methodology can be structured as an educational system that fulfills not only an instructional but also a research function.

The authorial course as a form of artistic research is an effective model for developing visual thinking, enriching artistic language, and fostering students’ capacity for independent artistic inquiry.

The experience of developing and implementing the “Watercolor & Alcohol” methodology confirms the importance of authorial pedagogical strategies in contemporary visual education and their potential as carriers of innovation in artistic practice.

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