Journaling for Learning: How Keeping a Journal can Help Students Engage with Contemporary Art

Material Information

Journaling for Learning: How Keeping a Journal can Help Students Engage with Contemporary Art
Grabow, Clinton James
Place of Publication:
Gainesville, FL
College of Fine Arts; University of Florida
Publication Date:
Physical Description:
Project in lieu of thesis

Thesis/Dissertation Information

Degree Grantor:
University of Florida
Committee Chair:
Kushins, Jodi
Committee Co-Chair:
Grigsby, Patrick


Subjects / Keywords:
Art education ( jstor )
Arts ( jstor )
Classrooms ( jstor )
Collage ( jstor )
Journal writing ( jstor )
Learning ( jstor )
Modern art ( jstor )
Postmodern art ( jstor )
Visual arts ( jstor )
Writing therapy ( jstor )


In this paper I describe an action research study within an eighth grade art class. While talking with the high school art teacher my students move up to, I realized my curriculum is a little outdated. She mentioned that her students were short on critical thinking skills. I asked myself, how can I get my middle school students thinking more critically about art? After my first year with the University of Florida Art Education department, I began working with the use of daily journals in my art classes and introduced more contemporary art exemplars. I saw curiosity bloom in my students as I introduced them to art they had never seen before and raised thought-provoking questions they had to respond to. As a result of these early observations, I decided that I wanted to further develop the use of journals in my art classroom. This study explored various questions: How can journaling enhance the art curriculum and help introduce students to contemporary art and the creative processes behind such art? What types of discussions might keeping a journal inspire? How can journals be presented, engaged with, and discussed? Research on journal keeping and sketchbook use in education formed a foundation for the research. A description of the methods of research I used to collect data and artifacts about the use of journaling is included in this paper. I shared the results of my research through an online teacher journal of my own which can be found at
General Note:
Art Education terminal project

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University of Florida Institutional Repository
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University of Florida
Rights Management:
Copyright Clinton James Grabow. Permission granted to the University of Florida to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Resource Identifier:
1039729422 ( OCLC )


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JOURNALING FOR LEARNING 2 © 2014 Clinton Grabow


JOURNALING FOR LEARNING 3 Acknowledgements Ove r the last few years, I have tested the limits of my abilities to continue my education while working as a middle school art teacher, meeting my wonderful fiancé, being a good family member, and becoming a father for the first time. I could not have acc omp lished such task s without the support of many people that hold a special place in my heart. My fiancé, Amanda, has stood with me through the good times and the stressful times, my coworkers and friends have supported me , my family kept me motivated, and m y little girl, Gwen, brings a smile to my face even in the middle of some of the most challenging assignments. I also have to thank my capstone committee, Dr. Jodi Kushins and Patrick Grigsby, for helping me as much as they have with the otherwise daunting task of completing this research study.


JOURNALING FOR LEARNING 4 Summary of Capstone Project Presented to the College of The Arts of the University of Florida In Partial Fulfillm ent of the Requirements for the Degree of Master of Arts J OURNALING FOR LEARNING: HOW KEEPING A JOURNAL CAN HELP STUDENTS ENGAGE WITH CON TEMPORARY ART By Clinton James Grabow December 2013 Chair: Jodi Kushins Committee Member: Patrick Grigsby Major: Art Education Abstract In this paper I describe an action research study within an eighth grade art class. While talking with the high sch ool art teacher my students move up to , I realized my curriculum is a lit tle outdated . She mentioned that her students were short on critical thinking skills. I asked myself, how can I get my middle school students thinking more critically about art? After my first year with the University of Florida Art Education department, I began working with the use of daily journals in my art classes and introduced more contemporary art exemplars . I saw curiosity bloom in my students as I introduced them to art they h a d never seen before and raised thought provoking questions they had to respond to. As a result of these early observations, I decided that I wanted to further develop the use of j ournals in my art classroom. This study explored various question s: H ow can journaling


JOURNALING FOR LEARNING 5 enhance the art curriculum and help introduce students to contemporary art and the creative process es behind such art ? What types of discussions might keeping a journal inspire? How can journals be presented, engaged with, and discussed? Resear ch on journal keeping and sketchbook use in education form ed a foundation for the research. A description of the methods of research I used to collect data and artifacts about the use of journaling is included in this paper . I shared the results of my rese arch through an online teacher journal of my own which can be found at .


JOURNALING FOR LEARNING 6 Table of Contents Title Page ................................ ................................ ................................ ................................ .... 1 UF Copyright page ................................ ................................ ................................ ...................... 2 Acknowledgements ................................ ................................ ................................ ..................... 3 UF Formatted Abstra ct ................................ ................................ ................................ ................ 4 Table of Contents ................................ ................................ ................................ ........................ 6 Introduction ................................ ................................ ................................ ................................ 7 Statement of the Problem ................................ ................................ ................................ ......... 8 Purpose or Goals of the Study ................................ ................................ ................................ .. 9 Research Questions ................................ ................................ ................................ ............... 10 Rationale and Significance of the Study ................................ ................................ ................. 10 Assumptions ................................ ................................ ................................ .......................... 10 Limitations ................................ ................................ ................................ ............................ 11 Literature Review ................................ ................................ ................................ ...................... 1 1 Methodology ................................ ................................ ................................ ............................. 20 Subjects ................................ ................................ ................................ ................................ . 2 0 Research Site ................................ ................................ ................................ ......................... 2 1 Data Collection Procedures and Instrumentation ................................ ................................ .... 2 1 Data Analysis ................................ ................................ ................................ ........................ 2 1 Findings ................................ ................................ ................................ ................................ .... 2 3 Thoughtful Questioning ................................ ................................ ................................ ......... 2 4 Personal and Deeper Engagement with Learning Experiences ................................ ................ 2 7


JOURNALING FOR LEARNING 7 Thoughtful Art Making ................................ ................................ ................................ .......... 3 0 Discussion and Conclusion ................................ ................................ ................................ ........ 33 Discussion and Interpretation of Findings ................................ ................................ .............. 33 Significance, Implications, and Recommendations ................................ ................................ 3 7 Conclusion ................................ ................................ ................................ ............................ 3 8 References ................................ ................................ ................................ ................................ 3 9 Appendix ................................ ................................ ................................ ................................ .. 4 3 List of Figures ................................ ................................ ................................ ........................... 5 2 Author Biography ................................ ................................ ................................ ..................... 5 3


JOURNALING FOR LEARNING 8 I sat at my desk , overlooking some art pieces my mid dle school students made over the last couple of days. I asked my students to create a work of art in any way they desire d with any media or techniques they had learned to use in my class. I should have known; the scope was too broad and I ended up with a stack of underdeveloped masses head around why the freedom to create on their own, always results in, well, not much of anything. My students seem ed to have the technical ability to create art, but lack ed the creativity and self direction to conceive a quality piece of artwork on their own. Just what was I teaching them then? This wa s the question that le d me to re focus my curriculum on the creative process not just a creative product. I want ed my students to understand more than just how an artist technically makes a piece of art. I also want ed them to understand the ir reason s for making art , how to interpret work , and how to develop an idea into a unique and thoughtful creation. I would like my students t o be able to compose a piece of art work using creative process es in more self confident and thought driven way a . I want my students to understand art s ability to communicate ideas or provoke new thought s . And I want them to understand how art may be more than just something to hang on a wall for decoration. Statement of the Problem Many art curricula, as well as my own, are designed to cover a lot of material in a short amount of time. Traditional curricula spend a lot of time focusing on the basic elem ents of art and principles of design through lecture, demonstrations, and art making. The focus tends to be on the product and not the thought processes that are involved in creating unique works of art . With current shift from focusing sol ely on technical product ion to including understanding of the creative process, I believe it was necessary to broaden the learning


JOURNALING FOR LEARNING 9 experiences in my art curriculum from over focusing on traditional content and technical skills towards learning what the cre ative process entails. I believe contemporary art is an important component to engage my students with the creative process. S tudent journaling has proven to be a great way to enhance understand ing of this process. I have also shown that journ aling is a great way to engage the students with Contemporary Art. Without this change, I feel I am doing my students a great injustice as they would only have the technical skills to create art, but not necessarily a quality set of skills to understand art and the creative process behind it. This is a key component to lifelong learning in art and can help in other educational endeavors. Purpose or Goals of the Study As an art educator I am always looking to find ways to get my students to look deeper i nto what art and the creative process entails. I often wonder if these ideas and concepts are getting through to them. My goal for this project was to explore how journaling might impact in the art classroom. These journals not only allo wed me to see into the minds of my students for their perspectives on what I was teaching, but also allowed the students to explore their own thoughts , in their own time and space, about what they had learned. Journaling in this research has included both , writing and art making. I am interested in the exploration of how the use of journaling has helped my students become more reflective, introspective, inquisitive and thoughtful art makers and appreciators. It has also proven to be an effective formative assessment tool. The students kept their journals out on their tables while working. I was able to walk around the room and quickly read what they have been writing for their daily responses. This gave me a quick insight into the ir understanding and though ts ,


JOURNALING FOR LEARNING 10 allowing me opportunities to begin dialogue s with a student who may have be een struggling with the concept we were covering. Research Questions I am constantly trying to adjust and develop new ways to introduce students to the world of art. The foll owing questions have driven my research on the use of journaling in the art classroom. 1. How can journaling introduce students to contemporary art and the creative process es behind such art? 2. How should the journal be presented, engaged with, and discussed? 3. What types of discussions might keeping a journal inspire? Rationale and Significance of the Study Through my capstone project, I sought to explore how a learning tool such as the journal, might be an effective way to engage students with contemporary cre ative process es . Journaling prov ed an effective way to increase their ability to question, reflect , discuss , and more thoroughly engage with learning experience s in this area . Journals are a very user friendly tool that can be translated into other subject areas for reflective learning and increased understanding. These skill s have potential to be used beyond the art room and create provide students with the skills necessary to continue learning through out the rest of their li ves . Assumptions Contemporary art can be a difficult subject to introduce to any age person let alone to middle school student s . It includes a very diverse range of creative styles, many of which have an overwhelming affect on an uneducated eye. Some contemporary art may leave the view er one could make that, why is this one so


JOURNALING FOR LEARNING 11 creative process es behind such artwork s . This need for the understanding o f the thought behind a creation is essential to a true understanding of what art is or may be. I assume that other art educators also struggle to help viewers truly understand non traditional works . Limitations The goal of this research was to find a gen eral way to include journaling into an art classroom in an effective and meaningful way that can be adapted by any art teacher in any situation or setting to meet the learning needs of his or her students. There were a few limitations to wards achieving thi s goal . A lot of outside factors such as reading abilities, language barriers, variety of individuals resulted in the differing levels of interest and willingness to complete the assigned journal activities. These influences will not be addressed in my report . Literature Review The following au thors have informed me on how journals serve as a resource for reflection and questioning, how journals should be assessed , how feedback on journals should be addressed, how journals can be used and engaged with, student challenges in working with journals, and how and when to include writing and art into the journaling process. Below are some of the key points from my readin g and a discussion of how they support my research. Journal as Learning Tool Many of the authors I read found journaling in education to be a great learning tool. Boden, Cook, Lasker Scott, Moore, and Shelton (2006) provide support for the use of journals in education including students learn ing went on to


JOURNALING FOR LEARNING 12 support the argument that journaling is a great way to track stud ent learning by reading through the reflections over time. They suggest journal s are Ross (1998) addressed journaling across the curriculum. S he wrote about the importance of incorporating writing into all school subjects, including art. Ross states that the students should not be graded on grammar and spelling in their journal s . They are not intended to be a formal piece of writing, but rather a place for practice in writing and further engagement with the goals of a particular learning experience (p. 190). "Students feel more free to write if their ideas are not being judged and if they are not afraid they will be marked down for their mistake s. As the year goes by, I see improved thinking and improved writing just from this safe practice" (Hopkins, 2010, para 1 3 ). Hopkins was talking about journals in a language arts class, but he used them in a very similar way that I have use d them in my art class. He focused on letting the journal be a safe place for students to write and reflect without worrying about grammar and grades. He believes the journals help to build learning skills students need to become effective lifelong learners. He also foun d that journals were a way to get students intrinsically motivated to write on their own and see their own growth. focuses on the benefits of journal writing in any discipline : Journaling in its various forms is a means for recording p ersonal thoughts, daily experiences, and evolving insights ( p. 19). Her benefits include personal growth and development, intuition and self expression, problem solving, reflection, and critical thinking. Her ideas are not very exact, but very supportive o f how the journal can impact the curriculum and student learning in a positive way.


JOURNALING FOR LEARNING 13 Budenski (2007) wrote as a language arts teacher incorporating art into her curriculum. I wanted to get a different viewpoint on incorporating writing and art together. Wh specifically discuss journaling, she did describe se veral projects that incorporated art to bring more life and energy to the assignments in her classes. She found that art enhanced here writing, just as I expect writing can enhanc e the ir art. She used a lot of stories about specific students to show how art and writing together enhanced the learning experience. I tried to use this learning. s for writing, discussion, and reflection can translate to other settings as ry effective tool for more active learning , on the part of teachers as well as students . An example of how students were able to use journals to look back and review what has been learned was demonstrated by the two weekly questions that Millman repeatedly What did you learn about teaching? And h two questions allowed the students to reflect and record how much they learned and return to those lessons as time went on . This arti cle not only shows how a journal can help with an activity, but also how it engages the students in reflective learning . Reflection and writing are important because they allow students to examine their feelings and thoughts and to evaluat e and analyze t heir new knowledge (p. 24). It helps the students become active players in their education. Schuessler, Wilder, and Byrd (2012) reported on the use of journals in adult education for nursing students. They suggest ed t he journal becomes a permanent recor


JOURNALING FOR LEARNING 14 The authors write that journals are effective learning tools that help develop critical thinking, self understanding, reflection, and problem solving. This article also gave me advice on how to write journal prompts . The key idea is to keep from being too structured as this can constrict thoughts and reflections. Reflection in Journals Ruopp (2003) writes about the use of a visual journal at the middle school level. Ruopp taught her art students to use their journals to reflect on w hat they feel is truly important to them. One week the students spent time paying homage to someone important to them. Another week they spent time exploring basic art concepts. She guided these reflections to focus on personal ideas such as friendship, th e environment, or even family. She used these ideas as the unifying element for the whole journal. She also had the students engage in self reflection and self assessment on the journals. This is crucial to making the journaling activity a learning experie nce and not just an activity. This article was be a key example for me as I plan ned learning experience s for my students . Delacruz and Bales (2010) describe how different students use journals in similar and unique ways . The y included a lot of theoretical ideas as to why these artifacts can mean so much to a person, especially at the adolescent stage in life. They reported that we examined appeared as stories in the process of being formed, endings yet to be determined, and with som me understand some of the driving force s between visual art making and journaling. Vicky Grube (2009) write about journaling directly. I include her work here because she talks about self init iated art making. This was an objective behind many of the journal prompts I planned for my experimental journals. The article shows a lot of examples of


JOURNALING FOR LEARNING 15 different age d children and the thought proces se s behind their art making decisions. It also has a lot of examples of incorporating writing and art together in a work of art. The writings were about the reflection on a personal life event or experience that drove the piece. The reflections written by the students supported the reason for creating the art w ork and helped the students see the link between art and personal experience. This article helped by showing what I could expect to see from my students when given free reign over their subjects, medi a , and other art making choices. It was also interesting in its discussion of visual and pop culture and the role s the y play in the development of a child and student. Presentation and Engagement Cummings (2011) supplied a lot of detailed examples of how to use the journal in the art classroom on an everyday b asis . The article can help educators develop answers to the question : H ow should the journal should be presented, engaged with, discussed, and evaluated ? Cummings sets clear guidelines for the work to be completed as well as clear expectations for evaluati on so the students are prepared and informed on these goals. An example of one of her guidelines is that students were expected to have about seventy percent images and thirty percent writing. She suggests introducing mixed media to the students before the y begin working with their visual journals so they are ready to get straight to work with the different art materials with fewer inhibitions. H er grading is based on the amount of work shown not the just how the work looks. e following: Students will broaden their understanding of art, enhance their expression of ideas and provide heightened critical responses to visual culture. It also encourages students to know themselves on a deeper level, reflecting on personal streng ths and challenges, values and concerns, and desires and dreams for the future . (p. 28)


JOURNALING FOR LEARNING 16 Cummings very clearly states how journals will enhance the curriculum. Dunlap (2006) wrote about using guided reflective journal activities. She gave some good exam ples of how to engage students in the work and keep them moving in the right direction. Three of her key recommendations are to provide students with cues or guided questions to help them focus, to situate journal topics in current student activities, and to construct guiding questions to capture the conceptual and perceptual changes that are desired (Dunlap, 2006, p. 22). Dunlap has a total of sixteen strategies to engaging students with journaling which I took into consideration when designing my topics, coming up with presentation techniques, designing discussion questions, coming up with probing questions, as well as explaining the reason for journaling to the students (see Figure 1 ) . Figure 1: (2006) 16 recommendations for structuri ng journal writing activities Lynn Sanders Bustle (2008) Bustle, 1.Provide students with cues or guided questions to help them focus their journal responses. 2.Situate journal questions in 3.Construct the guiding questions to capture the conceptual and perceptual changes in which you are interested. 4. Conduct a formative evaluation of the journal questions before using them with students to make sure they elicit the desired responses. 5. Change up your questions so students do not get bored answering the same ones repeatedly. 6. Weekly journaling can lead to burnout, which diminishes the quantity and quality of 7.Explain why you are asking students to respond to journal questions. 8. Make the journal format reflect professional, workplace journal formats when appropriate. 9. Encourage students to revisit their previous responses so they can witness their own growth and development over time. 10. Respond to students, either individually or collectively. 11.Making journal writing activities a formal requirement of your courses and assigning points accordingly is another way to time. 12.Allow students to practice reflective journaling under 13.Model reflective thinking by providing examples of journal responses. 14.Email journal questions and have the students return their responses to you via email using word processed documents. 15.Allow students to compose their journal responses in their own space and on their own time. 16.Stop guiding the journal writing activities once you believe students can journal without cues.


JOURNALING FOR LEARNING 17 2008, pp. 9). The author suggests asking st udents not only to draw in a visual journal as many struggle with drawing which may result in the students becoming frustrated and avoiding the journal all together. She reminds us that we may incorporate writing, collage, photography, symbol making and mu ch more. She has students focus on everyday objects for topics to be engaged with, investigated at a new level, and reflected upon. I found this inspirational for the journal topics I design ed for my research project journals. This article also includes id eas on using the journal as an interdisciplinary learning experience. Peabody (2010) provided a well written lesson plan for an art journal. She used a backward design model and include d some enduring ideas and essential questions. The main ideas I used in my journals from this writing is the clear list of requirements for the students to complete in their journals throughout the class. A few examples include using more than one medium, including words along with images, and including a personal heritage page. A personal heritage page is a page set aside in the art journal for students to make art about their family history or culture. It is a page about them and where they came from. A clear set of guidelines and some topics is a must when planning a lear ning activity. If guidance is not given, it is likely the students will be overwhelmed and give up on the assignment. Bartlett (2005 ) offered a lot of example s of how a visual journal might look. She discusse d how sketchbooks from historical artists have contained personal musings and collectibles. She mentioned how journals can be used to investigate further into a new concept or other learned experience. She also mentioned how they are perfect for end of lesson activities or reflections, trying new mediu ms, and portable which is perfect for capturing real life experiences. These are helpful suggestions when designing a way to incorporate journals into a curriculum.


JOURNALING FOR LEARNING 18 provided another example of how to create an a rt journal lesson in the classroom. It provided detailed instructions on how to make it engaging for the students as well as some possible challenges. T h e main challenge it mentioned was how it will be initially difficult for many of the students to create and work with the visual journals. The freedom and self discovery may be a bit of a change in the way they typically learn in school. It remind ed me that I must take time for the students to truly open up and become used to working with the journals. Fin ley (2010) focused on how the teacher should go about grading and responding to daily journals. He put it realistically. He pointed out how much time it would take to grade all of those journals. He gives some ideas, but it inspired an idea of my own. They would get credit for simply doing all of the journals, but the student could pick one to be graded closer by the teacher. It may not be a perfect solution, but it may be more realistic. As I work ed through the research of using journals in the art curricu lum, it was important to devise strategies for a realistic grading process as it was impossible to effectively assess all student work. Ingram (2009) writes about how a specific visual journal took shape. She shows how they evolve over time and include man y visual elements along with words. It helps not only to see examples of visual journaling, but also to hear about the process involved in its creation. It has help ed greatly in describing this process to my students. I have definitely had to talk about th e process much in the early stages of journaling with my middle school art students. Kelly(2013) wrote a very clear cut article titled Journals in the Classroom While often used as a class startup activity, it is used primarily to give students an oppor tunity to speculate on paper, confident that their ideas, observations, emotions, and writing will be accepted without


JOURNALING FOR LEARNING 19 using journal writing in the curriculu m. A few problems i nclude possibly hurting student s feelings when grading such a personal piece of work or losing instruction time for teaching other learning activities. It is something I consider ed when I designing my model for a visual art journal. I have discovered much in my readings and have quite a few other sources that I could not fit into this short paper. I look forward to further investigating the ideas from these writings and letting them help guide my ongoing research on what makes an effect ive visual art journal. Methodology I used action research in an eighth grade middle school art class to explore and analyze how journaling can enhance the contemporary art curriculum. The key to action research is ( Beran, B., Milton Brkich, K. L., & Shumbera, K., 2010, pp. 4). My wonderings about how journals can enhance student learning and engage them with contemporary art and related creative processes drove the research. My group was comprised of twenty four eighth grade students. The key concept that we explored was how artists are creating in the contemporary art world . An outline for the two week period of study is included in Appendix A . Students explored current contemporary artworks by analyzing the piec es and reflecting upon what they saw and thought . They explored different art making tools, techniques, and concepts. They also reflected upon these techniques in their art journals right along with the ir own art making experiments . Subjects The study to ok place among a group of eighth grade students from ages thirteen to fifteen years. It took place in an art classroom that consist ed of twenty four students. The class was made up of fifteen Caucasian students, seven Hispanic students, one Asian student, and one


JOURNALING FOR LEARNING 20 African American student. The community span ned from a large portion at the poverty level to lower middle class. I ha d several students who ha d some level of a language barrier and one who need ed another student to translate what I was saying while that student was also trying to learn. I s aw the class for forty minutes a day, first period in the morning. Research Site This study took place in the fall of 2014 at a public middle school in the northwest su burbs of Chicago, IL over a two week period . Students primarily come from working class families . I have been teaching for nine years in the art program, an exploratory program that teaches every sixth, seventh and eighth grade student in the school. It runs in seven week increments over five terms . Over the course of three years, each student receives twenty one weeks, or approximately thirty three days of art education. Data Collection Procedures and Instrumentation Over the course of a two week research period, I gathered data from several diff erent sources. I followed advice from Rust and Clark (2013) who suggested : What evidence do you These were two of the most important goals for me to remember as I ran through my research. I kept a teacher researcher journal throughout the project . You can find the journal on my professional website: . Rust and Clark (2003) recommended writing at least ten minutes a day in this journal. I wrote about my interactions with the class, my interactions with individual students, as well as interactions between the studen ts that I observed . I wrote what I saw from the students and what I heard. I also recorded my thoughts on how the activities went and how I may change them for future use. The notes I took included questions


JOURNALING FOR LEARNING 21 students asked as a result of the journal topic, connections they made between the daily lesson and real life examples, and discussions between the students about art that result ed from the journal activity. The most essential data sources were and related artwork . Some key point s I looked for included questions asked and investigated, planning and preparation for an art piece, fearless art making, and reflections about exemplar artworks . In addition, I collected p hotos of the students en gaged with the learning activities and thei r artwork. Data Analysis The goal of data analysis is to look for patterns. What evidence did you find that your teaching strategy resulted in better student performance on a culminating art activity compared to the control group of students? Were their comments in class more in Mattetal, G. 2003). As I collected data I looked for patt erns that derive d from the formative assessments I conducted through the end of the research period. I checked for student s quality of questioning and reflection. I also looked for thoughtful insights about the art work and journal prompts the students engaged with. I looked for evidence that students met my learning goals including demonstrati on of thoughtful questioning, insightful discussion, and more thoughtful art making. Categorizing the data was a key element in looking for evidence of success. I categorized data into several basic groups that often overlapped. These groups included peer discussion of art, greater understanding of art terminology, questioni ng derived from journals, and meaningful art creating. Below, in F igure 2, you can see example s of the categorized data.


JOURNALING FOR LEARNING 22 Figure 2 : Data Categorizing. Peer Discussion of Art "Have you ever seen those statues made out of legos? They are really cool. They have all sorts like dinosaurs and buildings and stuff." "I think this picture is about some one yelling mean words because of the way they are shooting out of the mouth." "Well I think it has to do with that sickness where you throw up after you eat so you lose weight." Greater Understanding of Art Terminology "I think it is surreal art because it seems like something out of a dream." "I believe this art work is process art because it shows the artist moving her whole body to make a drawing on the floor and it doesn't really look like anything when she is done." Questioning Derived from Journals " Why is it when some famous artist does something weird it is really important, but when I make art like that it is just a mess?" "How is that art if anyone could do it?" Meaningful Art Creating "I created this art piece to show disease and how gross and sick it can be." "I chose to make my collage with the concept of split personality. So I found a bunch of faces and connected them with very different or weird faces."


JOURNALING FOR LEARNING 23 Findings I found some interesting artifacts in my data that help ed me answer my three main researc h questions. The evidence show ed students displayed a greater understanding of what contemporary art is and what the creative process can entail. I shared my journal entries of discussions that my students and I had. I also share d some of the jou rnal responses, journal artworks, and the processes they engaged with during the unit. This study has left an impact on my teaching strategies and I hope others will find it valuable as well. The students responded well to the daily journal prompts . Aft er two or three days, it became routine. Each day the students came in and grabbed their journals from their storage bins and responded to the daily journal projected in the front of the class. After a few minutes, I would lead a discussion that lasted app roximately five minutes . Some patterns I found included routine journaling becoming almost automatic and easier for the students, and how the students learned to use journaling regularly to reflect, plan, and develop some feel of the creative process. The regular use helped make these skills become the norm. The first few days, the students spent a lot of time just trying to figure out how to use the journal. After day three, I no longer needed to tell them when and where to write. They became comfortable w ith the process. As the journaling skills became more routine, their skills for planning, developing, and reflecting began to develop . Thoughtful Questioning When I first began sharing c ontemporary a rt pieces with my students, I received a lot of blank st ares and furrowed brows. They lacked the experience and skills to effectively decipher a piece of art. Contemporary a rt turned out to be a very effective way for my students to begin to hone these skills of interpretation . Contemporary a rt really challenge d my students to think about


JOURNALING FOR LEARNING 24 what art is and why it is created. Much of the contemporary art I showed my students existed outside the realm of photorealism which they are most comfortable with . It showed them how art can be something different , almost anyt hing at all. Many of my students believed art was just about making something pleasing to look at, and often it needed to be very realistic or technically impressive for them to respect it . Introducing my students to c ontemporary a rt on a daily basis began to open their eyes and their minds to the creative process es behind art, and not just the final product . It also provided a way for my students to engage with contemporary issues, as contemporary art is often affected by current events and issues. My stu dents bega n to look at art more deeply and beyond the surface appearance . This began as students started to learn how to question more effectively. Some examples of questions that s tudent s began to ask during the analyzing of an art piece included question s such as , and that art if anyone could make led us into greater discussions and more probing questions. However, I found students were often frustrated when one question simply led to another question. I had a lot of fun guiding students through these discussions. I found that the students were easily drawn into a deeper discussion than they were used to having about a rt in the past. There were times , however, when I felt I was not getting through to them and became mildly frustrated. Although, for the most part, the discussions went very well and I was excited to hear what my students had come up with to share. A coup le of examples of what students wrote and shared are as follows; in response to Janine Antoni student wrote in response to a collag


JOURNALING FOR LEARNING 25 These were just a few examples from a treasure trove of thoughtful responses that students wrote an d shared. My students have a long way to go before becoming professionals at analyzing and deciphering work s of art, but this journal has helped them clarify the beginning steps in this process. With more time and practice, I believe it will lead to a lot of growth in the s tudent s ability to work with and better understand the creative process necessary in quality and thoughtful art. Personal and Deeper Engagement with Learning Experiences Each day of this unit, students were instructed to get out their j ournals and respond to the prompt projected onto a screen in the front of the classroom. Figure 3 , below, provides an example. Figure 3 . An example from an unnamed artist was used for the daily journal topic the students responded to.


JOURNALING FOR LEARNING 26 Students were giv en time to complete this daily ritual on their own and were welcome to discuss with their tablemates. After time was give n for all students to arrive and respond, (approximately three to four minutes) I b egan a discussion of the piece and open ed a dialogue for reactions, questions, connections, or whatever else students want ed to discuss or share from their journal responses . In this specific entry , from figure 3 above, students were asked to analyze the artwork on the screen . A simple way they were instruc ted to analyze was to begin by making a list of what they s aw before moving on to what they t hought . This was a strategy I learned from my past studies of Visual Thinking Strategies (VTS) (Milwaukee Art Museum, 2014 . ) Figure 4: These students are engag ed with their journal activities. Writing these responses down in their journals prior to the class discussion allowed time for students to think on their own. It also allowed them to organize their thoughts so they could


JOURNALING FOR LEARNING 27 share them with greater ease and comfort. In past discussions, before I used journaling, I would average three to four students sharing in discussions about works of art . After I implemented the journals, as many as eleven to twelve students were participating . I also found that some of the students who did not voice their thoughts in the class discussions were still writing their thoughts down in their journals . This allowed me to see what these quieter students were thinking and gave me an idea of how they were doing with the learning a ctivities I was providing. Without this journaling activity, I may have been forced to call on these students and put them on the spot. As most educators know, this is not always the best method to effectively engage students with the learning activities. Students writing out their thoughts prior to sharing them with the class also allowed time for the students to develop their ideas. This created more meaningful discussions and sharing of different perspectives than I have had in my previous clas s discus sions. Past discussions built off of the first perspective shared unless I introduced a new idea . After journaling , students articulated their perspectives and are more prepared to share them with the rest of the class. The preparation time for students wa s a big help in advancing these class discussions. Student Engagement with the Learning Process The discussion initiated by the prompt in F igure 3 started of f with students simply sharing what they s aw . They quickly noticed magazine cut outs spewing from They shared what words they could read. I saw the light bulbs flick er ing on as the sharing continued. Many students were eager to share what they thought before we were finished with what they saw. I let the students share their interpreta tions before I sa id anything about mine. W hat


JOURNALING FOR LEARNING 28 something are shooting out of her mou d to get me to call on her. When I d id she sa id ed d being to After a few more comments from other students, the topic of bulimia and how advertisements can make a p erson feel about him or herself was briefly discussed. We looked at how the artist chose to put the piece together to capture t his concept. We looked at the choice of media, the use of words, choice of subject, and the way it was composed. Students became very interested in how a simple collage could be so meaningful. I also found that the discussions had as a result of journaling were much richer in thought than previo us attempts . The chance for students to think, write down, and organize their thoughts led to more enriching conversations happening in class. I heard students sharing ideas during group brainstorming activities, I h eard students sharing experiences with art between one another, and I had students asking more questions about what we were studying. I had students sharing all sort s of perspectives on art works analyzed, and I even had some great one on one conversations with students on the side. Many of them seemed to enjoy talking about the process behind their own work. My favori te example of such a discussion is about a girl who came up after this class discussion . This girl was very eager to share her personal per spective on this piece with me. She was too intimidated to speak during the class discussion, b ut she wrote it down in her journal and brought it up to me at the end of class. She shared her perspective on the artwork that the whole class decided was about someone with a weakness or a problem. She stated she saw the opposite. She saw a woman purging all of these bad thoughts because she is sick of trying to be what others want her to be. I let her know that she saw strength where others saw weakness. I made


JOURNALING FOR LEARNING 29 sure she knew this was a great interpretation and she should bring ideas like this up in class. This is a conversation I could have missed out on without the use of the journal. She may have never been able to organize her thoughts enough to share them wi th me. Sometimes students were too intimidated to bri ng up their opinions in a group, but when given the time to write out their thoughts individually, they had a tool to help them express their ideas more clearly . These conversations provided teachable mo ments and learning opportunities that I would have otherwise missed out on. Figure 5: This student is excitedly sharing here collage with me.


JOURNALING FOR LEARNING 30 Thoughtful Art Making It was hard to find examples of more thoughtful art making in such a short time perio d, but I did see evidence that students were putting more thought into planning for creative work . I taught students how to use word mapping in order to mine ideas that maybe buried in the back of their heads. It helped students clarify and develop ideas f or their collage pieces. I saw students writing down ideas with mind maps, or word webs , for what they were going to create prior to beginning a new art work. They did this in their journals, which made it easier for them to go back and find these plans la ter on during their individual practice. This allowed students to have a direction before diving into the collage making project . I included a collage project in this unit because I thought it would work well with the planning process. They completed coll ages before learning the mind map technique and after. Students were able to use the words they came up with to help pick out images from magazines for their collages. It helped some student with picking their images. They were able to go back and add more to the collages they started. Below you can see an example of such a mind map. Figure 6 : Student Mind Map Example.


JOURNALING FOR LEARNING 31 With planning prior to creating, I saw a lot more care and thought being put into the projects being made. For example, I had a student begin making a collage for fun just to get a feel for the medium. As she was working, she came across an image that sparked an idea. She decided she wanted to work with the concept of gross diseases that can occur. The idea of disease h a d c o me up a lot in my middle school classes during th e time frame of this research . Ebola was the word of choice being used any time sickness or germs came into discussion. The disease was in the news and became part of the common vernacular of this generation. I t was inter esting to see it idea with me and it resulted in me advising her to make a word map of disease. Unfortunately she lost the word map as she made it on a scratch p iece of paper as opposed to using her journal, but at least this accident helped to point out another good reason for using a journal in the classroom. It demonstrated how the journal can keep all of the Her word map included words such as gross, sick, unhealthy, germs, Ebola, throwing up, unclean, and many more. After creating her word map, she collected images from the supplied magazines that made her think of the words she wrote down. Then she began com posing the p iece that you can see below in F igure 7.


JOURNALING FOR LEARNING 32 Figure 7: Student Collage Example with the Concept of Disease. The art piece in the above image it shows creative thought process es startin g to develop . With continued practice and assistance, she now has the tools necessary to continue to develop as a thoughtful artist.


JOURNALING FOR LEARNING 33 Discussion and Conclusion I n my research, I laid out a clear and organized plan to incorporate j ournaling into my curriculum. I led discussions and facilitated learning activities for student s to take part in. I also reflected on what I found to be successful and influential. I found journaling to be a great way for students to organize and express t heir thoughts about art and the learning activities that they participate in. I also found that it helped lead to more meaningful and in depth discussions in the classroom. In the following pages I will share some recommendations based on the evidence I ha ve gathered from my research. I will expand on ways the journal has improved my art curriculum , how journaling has enhanced my class conversations , and advice for presenting journals in the art classroom . Discussion and Interpretation of Findings The jo urnal allowed my students to engage with contemporary art and the process behind it in an organized and clear fashion. The journal prompts aligned with the daily learning activities allowed for my students to better grasp the concepts I wished to get throu gh to them. Many times in the past I have tried to explain contemporary pieces of art to my students, but was often met with blank stares or even anger at the images. These works simply take a lot more understanding of the process behind the artwork, as op posed to just the formal aspects of the pieces. The journal provides a log of s tudent ideas and experiences, making them available for recollection and reflection . Writing about these experiences help ed the student s to focus and g ave me a very fast and s imple way to check for understanding and basic art interpretation skills. The fact is that the journals have proven to be a useful tool in my art curriculum for teaching greater understanding of the whole creative process and not just how an artwork looks. I have


JOURNALING FOR LEARNING 34 also found that the study of contemporary art ultimately led to discussing contemporary events, issues, or even concerns. As these contemporary issues are what drive most contemporary artworks, it was just a matter of time before students began dig ging into these concepts . It was an unforeseen, but welcome happening. Students began digging into these ideas independently without any push from me. I am excited to see what happens when I begin to use journaling to more directly engage students with con temporary issues and themes that they are drawn to . I plan on using student input to decide what current issues or themes the students would like to explore more thoroughly. I have also found that the discussions that have taken place in the class have b een greatly enhanced by the use of the journals. The journal is a great place for the students to gather their thoughts before we begin sharing. I have found that when students were more prepared, they were more willing to share their ideas and questions. T he quick paced class discussion could have been intimidating for some of the students and they could have shut down . This is not only a loss of a potential learning experience for that student, but for the whole class that could potentially benefit from the perspective that the student may provide. Throughout the journaling experiences, students showed how they have just begun to explore the world outside of themselves. For example, there were quite a few journal entries or discussions that led back to disease and/or death. Ebola was a very common term that students brought up in discussions, mentioned in a joking manner, or included in their art . This journaling experience along with the class discussions had from the journal responses brought students together to share some of their feelings about what had been happening in the world around them. Journaling became a place for my students to engage with those thoughts directly.


JOURNALING FOR LEARNING 35 Certain id eas such as disease and self image kept arrivi ng in our learning activities. As stated above, j ournaling became a place for students to more directly take on these current events that ha d been consuming their thoughts. I do not think my students would have been able to tackle these common daily themes so thoroughly with out the journal as a tool to dig into them. I believe it show ed how journaling in the art classroom ha s the potential, if adapted properly to an individual classroom, to help students develop questions or themes to inspire their art making. The journal sho uld be used to gather and develop ideas, questions, concerns, interests, and more to incorporate into their growing creative process. The class discussions bec a me much richer in dialogue , but so d id the one on one conversations I ha d with my students. I t became rather easy to read a journal entry a student wrote and begin a new discussion with that student individually . It g ave me a chance , outside of class discussions, to get my students to dive deeper in their own thoughts through the use of probing qu estions. I was consistently amazed by some of the entries I ha d read from my students. These entries were most helpful when trying to get my more introverted students involved in discussing the learning activities. I d id not like to call out my shy student s t oo often in class as I knew it would make them uncomfortable, so , instead, I wr o te back to my students in their journals or discussed their ideas one on one during their individual practice time . It was time consuming, but in order to keep the feedback process more realistic for me to complete, I called students up during studio time to share some of their writings with me. We were able to have a short discussion about what they had written and even develop a few ideas further with this one on one discus sion. Journaling also helped my students who we re really low or non English speaking. It allow ed my bilingual students a chance to help translate to the non English speaking students for me, and then allow ed them the ability to respond in their native lang uage. Granted, I


JOURNALING FOR LEARNING 36 need ed help getting the entry translated, but I would rather have it difficult for me than difficult for my students. T he presentation and engagement techniques I used were adapted specifically to my class setting. You may find an example of my unit in A ppendix A. This structure can be easily adjusted to fit just about any class setting. I have found that the routine was a key component in establishing good journaling habits. After just two days, the students knew to get their journals out at the beginning of class, respond to the daily journal topic, and wait for the class discussion activities. As the students became more routine in the use of their journals, it became easier for them to use. I found students struggling in the beginning, too worried about writing down the I presented the journals as a safe place to think and experiment without worrying about getting a wrong answer or making a bad piece of art. They knew ahead of time that I was only grading the effort and thought that went into the journal. So they knew they needed to work, but approachable challenge. Also, w hen we had our end of the unit critique, the students chose which journal page they wanted to share. This allowed them to be more confident as they were choosing something they were comfortable with sharing. Once they learne d that the journal was not about coming up with an answer, but about writing down their thoughts and questions, they became much more at ease with the process. Of course there were always those few students who need ed to be reminded to show effort, but for the most part, the class found the journaling process to be fairly easy and stress free. I know this because I asked my students how they felt about journaling after the unit was complete.


JOURNALING FOR LEARNING 37 After seeing how well my students responded to the journaling pro cess, I plan to use not just contemporary artworks in my journal prompts, but also current events that my students are interested in or curious about. I believe my students have a deep seeded need to explore what is happening in the world around them. Some individual, and other times it may be more of a global issue that effects every one of his/her peers. With this exploration, I see art becoming not just a place for creating, but also a place for students to explore, reflect, and react to the world around them. The journal became a great tool to quickly check fo r understanding of our learning activit ies as well. While students worked on the independent activity, I was able to walk around the room and glance at the journal entries. It made for a simple formative assess ment. The journal became a user friendly, daily routine, and a stress free learning tool that was easily integrated into my art curriculum. It ha d also proven to be a great way to record data on student growth in my classroom. This data will help me meet the new requirements set by the state of Illinois for teacher evaluations. The new data driven requirements for teacher evaluations is definitely something that art educators around the nation nee d to begin thinking about. I believe student journaling in the art room is one of the best answers. Significance, Implications, and Recommendations It is important to keep adapting to the growing and evolving needs of our students. The national common co re standards have shown a shift from teaching content to teaching how to learn. I believe it is crucial for art educators to continue to develop their teaching practices to align with these current teaching objectives . We are in a great position to adapt o ur learning experiences to support the education of students to become true lifelong learners. I feel a journal is a very versatile tool and may be used for reflection, planning, questioning, and recording ideas


JOURNALING FOR LEARNING 38 or thoughts. I believe I have found enough e vidence to support the use of journals in the art classroom. I also believe educators around the states could look to the template I have used as a starting point to build on and adapt into their own classrooms, communities , and /or educational philosophies . I believe too often educators as a whole, not just art educators, struggle to find ways to make the learning experience richer with reflection, questioning, and full of deeper connections that will last in the s tudent s mind. Journaling is not the only way to achieve these goals, but it is a great tool to do so that can be adapted to many learning experience s with relative ease. That is why I feel it is so important to teach our students to use journaling to its fullest potential. Along with being a grea t learning tool, it is also a great way for a person, not just a student, to search for greater understanding of themselves and the world around them. It is a great place to reflect and grow and it can be an effective creative outlet. In all, journaling is a tool with many uses. Conclusion I have learned a lot from my research into the use of journaling in the art classroom, but I know I need to keep striving to improve my teaching practices. Student journaling is just one step I am taking to create a rich er and more meaningful learning experience for my students . After doing this research I am considering practicing what I preach and maintaining a professional journal of my own. Maybe it can help me have better discussions with my students and colleagues. Maybe it will help me reflect on what is going well and what may need improvement. Maybe it can be an easy way to assess how I am doing as a teacher. What I know for sure is that j ournaling will now be fully incorporated into my art curriculum.


JOURNALING FOR LEARNING 39 References School Arts, 104( 9 ) 34 35 . Beran, B., Milton Brkich, K. L., & Shumbera, K. (2010). Action Research: How To Create Your Own Professional Development Experience. Science and Children, 47(9), 47. Boden , C. J., Cook, D., Lasker Scott, T., Moore, S., & Shelton, D. (2006). Five Perspectives on Reflective Journalling. Adult Learning, 17 (1 4), 11 15. Budenski, J. (2007). Using Visual Art to Assess Thinking in a Language Arts Classroom. Minnesota English Jou rnal, 43(1), 185 206 . Costantino, Tracie. (2007) Articulating Aesthetic Understanding Through Art Making. International Journal of Education & the Arts, 8( 1). Retrieved from / Cummings, K. L. (2011). Visual Journaling: Engaging Adolescents in Sketchbook Activities. Arts & Activities, 149(1), 28 38. Delacruz, E., & Bales, S. (2010). Creating History, Telling Stories, and Making Special: Portfoilios, Scrapbooks, and Sketchbooks. Art Education, 63(1), 33 39. Dick Blick. (2009). Art Journalx [Web site]. Retrieved from rx journal/art rx journal art rx journal. pdf Changing Perceptions. TechTrends: Linking Research & Practice to Improve Learning, 50(6), 20 26


JOURNALING FOR LEARNING 40 Finley, T. (2010). The Importance of Student Journals and How to Re spond Efficiently. [Web site]. Retrieved from journals efficient teacher responses Grube, V. (2009). Admitting their w orlds: Reflections of a Researcher/Teacher on the Self Initiated Art Making of Children. International Journal of Education & the Arts , 10 (7). Retrieved from Hiemstra, R. (2001). Uses and Benefits of Journal Writing. New Directio ns for Adult & Continuing Education, 90, 19 26. Hopkins, G. (2010). Journal Writing Every Day: Teachers Say It Really Works! Education World, Retrieved from r/curr144.shtml Hubbs, D.L., & Brand, C.F. (2005). The Paper Mirror: Understanding Reflective Journaling. Journal of Experimental Education, 28(1) , 60 71. Ingram, J. (2009). Visual Journals Move Teachers and Students Beyond Traditional Learning. South Eas t Education Network. [Web site]. Retrieved from ticle detail/articleid/213/visual journals move teachers and students beyond traditional learning.aspx Kelly, M. (2013). Journals in the Classroom, Flexible Instructional Tools. Secondary Education [Web site]. Retrieved from Kerstetter, M. (2011). What is Contemporary Art? [Web site]. Retrieved from what is contemporary art mark kerstetter/


JOURNALING FOR LEARNING 41 Mattetal, G. (2003). Improving Teaching Through Classroom Action Research. Essays on Teaching Excellence Toward the Best in the Academy, 14 (7), Retrieved from 14/tevol14n7.html Millman, J. (2010). Writing and Dialogue for Cultural Understanding: Multi Cultural Art Education in an Art Teacher Certification Program. Art Education, 63(3), 20 24. Milwaukee Art Museum. (2014). Visual Thinking Strategies [Web site]. Retrieved form http :// with art/visual thinking strategies vts/ Peabody, R. (2010). Sites.Tufts.Edu [Web site]. Retrieved from http://site Plan 01 Artist Journal.pdf Preddy, L. (2008). Research Reflections, Journaling, and Exit Slips. School Library Monthly 25(2), 22 23. Prettyman, S. S., & Gargarella, E. (2012). The Power of Art to Develop Art ists and Activists. International Journal of Education & the Arts , 14 (SI 2.7). Retrieved [date] from Ross, C. L. (1998). Journaling Across the Curriculum. The Clearing House, 71(3), 189 190. Ruopp, A. (2003). Visual Journaling. School Arts, 102 (5), 36 37. Rust, F. & Clark, C. (2003). How To Do Action Research in Your Classroom. Chicago, IL: Teachers Network Leadership Institute. Sanders Bustle, L. (2008). Visual Artifact Journals as Cr eative and Critical Springboards for Meaning Making. Art Education, 61(2), 8 14. Schuessler, J.B., Wilder, B., & Byrd, L.W. (2012). Reflective Journaling and Development of Cultural Humility in Students. Nursing Education Research, 33 (2), 96 99.


JOURNALING FOR LEARNING 42 Scott, S. (2010). Visual Journaling Towards Greater Meaning Making in the Secondary Art Classroom. Retrieved from http://thescholarship Scribology (2012). Assigning Art Journals to Art Students. Retrieved from art j ournals to art students/


JOURNALING FOR LEARNING 43 Appendix A Outline for Sketch Journal Day 1: Journal creation and instructions for use. Personalizing of the cover. Supplies; Paper, hole punch, yarn. Created with guided practice Day 2: Comparin g traditionally made art to non traditionally made contemporary art. Daily Journal Main Lesson (all lists and term notes will be written in sketch journals.) What do artists use to create works of art? Think of both tools and medium. (List will be kep t in journals among table groups and then shared onto board in front of room.) These are all (mostly) traditional methods for creating art. What does traditional mean? Photos of some non traditionally created artworks will be shown and briefly analyzed (i.e. Natalie Irish lipstick painting.) Students will work with table groups to create individual lists in their sketch journals of possible non traditional art tools/media. Class share will happen in the end and students will be encouraged to add to their lists. Term(s) Contemporary Art : Art produced at the present period of time. Traditional : Non traditional: Individual Practice None today


JOURNALING FOR LEARNING 44 Reflection Qu estion What was the most interesting idea you heard from a class mate today? If you could make any non traditionally made art piece without any limits, what would you make and what would it be made out of? Day 3: Collage as an Art Daily Journal Main L esson What is collage? Analyze collage pieces and take note of first impressions and class discussions in journal. What kinds of feelings do you get when you look at these collages? Some are serious, Demon stration of possible construction techniques for collage. Term(s) Collage: Surreal: Individual Practice Students will create collages in their journals. They will be required to have a minimum of 8 before the end of the unit. Reflection Question How do you feel about collage in comparison to other art you have seen and created previously?


JOURNALING FOR LEARNING 45 Day 4: Studio day for Collages Daily Journal Main Lesson Studio work day co nceptual, or surreal. Challenge students to try one of each; concept, surreal, playful. Term(s) None today Individual Practice Collage making Reflection Question What part of the process did you not like? Why? What part of the process did you enjoy t he most? Why?


JOURNALING FOR LEARNING 46 Day 5: Homemade art tools (shoe print entrance) Daily Journal Main Lesson We will start off with analyzing the work of, Janine Antoni; In Loving Care , and her hair painting. How do you feel about using hair as a brush? What i s a brush ? Do you still think the same as you first thought? Analyzing bubble wrap art, art made with hammers, Iron art, and more. Can tools add to the story of the artwork? How? And more prying questions in which answers and other questions will be record ed in journal. Example work of Willie Cole . Shoe print art discussion. What does it capture? Does it tell a story? Could we work into it? Demonstration of tool making and set of restrictions for safety and mess control and include texture rubbing . Altering or adding to the rubbings. Adding color, cutting and pasting or adding more rubbings to change the piece. A demonstration will show some possibilities and yesterdays examples will be brought up about the choices those artists made. Paint dripping \ blowing with folds Wax \ oil resist Term(s) Mark making:


JOURNALING FOR LEARNING 47 Individual Practice extension of the arm. Example will be shown. Make the tool Use the tool Draw your tool and make som e notes about how it was made and how it is meant to be used. Reflection Question Has creating your own tools made you look at existing tools any differently? If so, how? What was one of the most interesting things you heard or saw from another student th at really stood out to you? Day 6: Studio day for art tools Daily Journal Main Lesson Art about the process over the outcome, Abstract Expressionism and Process Art. Jackson Pollock: Studio work day Term(s) Abstract expressionism Individual Practice Art tool making and problem solving Make the tool Use the tool in your journal


JOURNALING FOR LEARNING 48 Draw your tool and make some notes about how it was made and how it is meant to be used. Reflection Question W hat was most challenging for you today? What was the most exciting or interesting experience you had today? Day 7 : Words as Art Daily Journal Main Lesson Mind mapping/word web Are words art? Can they affect the way a piece is experienced? Example work s; What is a word web? Guided practice of a word web: Starting word is Parkland. Sharing of word webs. Discussing how different perspectives created very different word webs. How many words were added to the list? Which were most influential? Term(s): W ord Web: Individual Practice: Creating word webs Reflection Question What stood out the most out of what we discussed today? Why? What is one question you still have after we discussed the use of words in art today?


JOURNALING FOR LEARNING 49 Day 8 : Word Web Making Daily Journal Main Lesson; Use words from word webs to create art. Create sketches that include the words. Challenges; try creating an image out of words, try creating letters artistically, try combining previously learned techniques with words. Term(s) Individual Practice Using words to create art works Incorporating words into other techniques learned in this unit. Reflection Question What was most challenging about the word web making? What is your opinion on words being used in art?


JOURNALING FOR LEARNING 50 Day 9 : Studio wor k day Daily Journal Main Lesson Combining techniques What are some ways we can combine the techniques we have learned these past couple of weeks? (Share) Term(s) Individual Practice Students will create a piece of art guided by their own decisions usi ng all three of the techniques practiced over the last two weeks Access to mixed media, homemade art tools, magazines Piece will be created in their journals Students will be instructed to start thinking about which page they wish to share with the class. Reflection Question Which part of the process you did today did you enjoy the most? Why? What were you uneasy or unsure about? Why?


JOURNALING FOR LEARNING 51 Day 1 0 \ 11 : Journal Share Day Daily Journal Main Lesson Quick journal shares. Each student will share two of their fa vorite pages in their journals. Term(s) Individual Practice Today will be clean up day after the journal share Journals will be turned in for teacher review Tables scrubbed Tools put away Magazines organized Sinks cleaned Materials organized and put away Reflection Question Look at your filled up sketch journal. How do you feel about how full it has become? Out of all the journals you have seen today, what stood out to you the most? Why? Out of all the techniques learned, which did you enjoy the most? Wh y?


JOURNALING FOR LEARNING 52 List of Figures Figure 1: writing activities ..P.17 Figure 2 . P.23 Figure 3 . An example from an unnamed artist was used for the daily journ al top ic the students responded to ... P.2 5 Figure 4: These students are engaged with their journal activitie . . P.2 6 Figure 5: This student is excitedly sharing here collage with me 9 Figure 6: Student Min Figure 7: Student Collage Example with the Concept of Disease


JOURNALING FOR LEARNING 53 Author Biography I began working with students at a young age. I worked at an afterschool daycare center with sch ool age children when I was just 15 years old. After I left for Rockford College, which is now Rockford University, I continued to work the summer camp programs there. I developed curriculums to include art, science, reading, team building and so on. In al l I spent ten years working in daycare/summer camp with school aged children. While at Rockford College, I worked towards my Bachelors in Fine Arts and my Secondary Education certification. I received seventy four credit hours in art and thirty six in educ ation. After five and a half years, I graduated and began my teaching career. I received a middle school endorsement for both art and language arts. This helped me find a job in McHenry, Illinois at Parkland School. I am the sole art teacher here for grade s 6 th through 8 th . The art class is part of an exploratory program that runs over five terms that are each seven weeks long. I see every student in the building regardless of ability or other placements such as adjusted learning, structured educational set ting, English language learners, and so on. There is much adaptation in my classroom. I began working towards my Masters in Art Education with the University of Florida in the summer of 2012. I have learned much and am looking forward to completing the pr ogram in the fall of 2014. I have fallen in love with art education and plan to continue teaching art until it is time for me to step aside for a new art educator to take my place.

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