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Visual Journaling as an Innovative and Critical Catalyst for Meaning Making in the Art Curriculum
Transcript of Visual Journaling as an Innovative and Critical Catalyst for Meaning Making in the Art Curriculum
How are visual journals incorporated into the art curriculum?
What practical knowledge do K-12 teachers already have with using visual journals in the classroom?
How do journals contribute to students’ reflective and critical thinking skills?
What can I learn about visual journals that will be helpful to my future teaching? Visual journaling is a key component of any art classroom (Stout, 1993; Welch & Barlex, 2004; Parker, 2005; Grushka, 2008;Sander-Bustle, 2008; Deaver & McAuliffe, 2009; Overby, 2009; Delacruz & Bales 2010) providing students with the rare “opportunity to reflect in action and on action aesthetically, intellectually, and introspectively “ (Irwin & de Cosson, 2004, p. 87). Theoretical Framework: The goal of a constructivist approach to teaching and learning is student understanding and the construction of knowledge; providing authentic learning based upon the real world through the investigation and expression of ideas; model art making methods from the professional realm. Context: ...secondary classroom and higher education teacher training... There has been "a contemporary shift from a modernist to postmodern paradigm challeng[ing] educators to revisit and revise practices to include experiences that are not soley about formal content and the development of art skill but those which cross disciplinary boundaries, encourage conceptual development, and foster creative and critical inquiry, all within the context of an ever-changing world" (Sanders-Bustler, 2008, p. 9). Visual Journals: offer students a means to facilitate greater connection, communication, reflection and creation about themselves; an integrative space…a site of continuous creative practice (Sinner, 2011). image journal
visual thinking journal
visual artifact journal
visual art process diary (VAPD)
visual journal Types: