Reflective Writing In The Art Room - Kari Lomax

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  • REFLECTIVEWRITING

    in the art room

    kari lomax

  • Classroom Community

    Within my first fewmonths of teaching, Irealized that many of

    my students werestruggling with

    reading and writing,and that there was aneed to incorporateliteracy in all subjectareas at my building.

    I need to encourage students tothink creatively.

    How can I incorporate literacy in my classroom

    while encouraging creativity?

    -inquiry notebook

  • What happens whenreflective writing isincorporated intoeighth grade art?

  • I decided to implementreflective writing into my

    classroom to help studentscreate goals for their

    artwork, brainstorm newideas, and reflect upon theirprocess for each art project.

    I felt this would scaffoldstudents to write as theyreflected over their art

    making in a safe, positiveclassroom environment.

  • Introduction

    personal art journals."

    "As I set out a pile of old bookson the first day of my eighth gradeart class, students were confused

    with the materials, yet eager tocreate. I explained to them

    that these old books would berepurposed to create

  • Art Journals"How are we

    going to draw inthe books with

    wordseverywhere?" "What will

    we putinside thebooks?"

    "Can we drawinside? Can I

    splatterpaint?"

    "Can I look inside ofyours?"

    "Do we get to take themhome? Can I keep it?"

  • Research Class

    8th18 students 9 males

    9 females

    semesterlong class

    small class- one

    on one instruction

  • My Research Goals

    Encourage Mindset

    Incorporate self-reflection and self-assessment

    Goal setting/ Connect goals to artwork

    Implement reading & writing

    Build relationships & classroom community

  • Literature What is Metacognition and Reflective Writing?

    The Benefits of Metacognition

    Self-Assessment and Reflective Writing Strategies

    Metacognition or thinking about thinking involves the awarenessand regulation of thinking processes (Amelia, El-Hindi)

    As students begin to think about their thinking, they begin to graspthe relationship between art and the world around them (Andrews)

    McDonald and Dominguez (2009) concluded that students can consider thefollowing: What is something I discovered for the first time? What did I findthat surprised me? What happened reminds me of What am I wondering

    about now?

    THEMES

  • Methodology - Theory According to psychologist

    John Flavell and theMetacognition Theory,

    metacognition is the abilityof one to manage and

    monitor the input, storage,search, and retrieval of the

    contents of their ownmemory.

    I wanted students to use their metamemory(Flavell) to organize their thoughts, search

    for ideas, and think about their thinking. Usingjournals, students would use metacognitivestrategies to be actively monitoring their

    personal artistic process.

  • Methodology - Sub questions

    How can I scaffold students to helpthem engage in making meaningfulartwork?

    In what ways is writing linked tostudents metacognitive thinkingprocess?

    What happens when (a) art journals,(b) co-created rubrics, and (c) artcriticism reflections areincorporated?

    How can students "think about their thinking"?

  • Focus Students

  • Methodology STRATEGIESArt Journals

    Scoring Guides & Rubrics

    Student Interviews

    Teaching Journal/Modeling

    Student Surveys: My Art Experience& Process Survey

    Exit Tickets

    Student Work Samples

  • Examples of Strategies

  • Data Analysis

    road blocks

    obstacles presented

    Writing imprecise goals/Not artistic choicesSeeing reflection as being in the past/Fixed Mindset

    Struggling with the writing component of Reflective Writing

    Emerging Themes...

  • Data Analysis - FindingsGOALS

    CONNECTINGStudents goals were broad, andwere not always specific orpersonal to them.

    Student's goals:

    to have a hidden image andto draw a successful image

    to get an A+, be creative anddraw something nice

    The goals that students are writingare not meaningful to their artwork.

    They are concerned about finishing ontime, trying their best, or being

    creative. What does that even looklike? (Inquiry Journal, February 8th).

  • Fixing GoalsSecond Project: Color Wheel

    I started interviewing studentsto get them thinking about

    their artistic process.

    I asked the students "Are youaware of your decision

    making?" and "Describe yourprocess."

    Students could apply theirgoals to the decision makingby explaining why they were

    making artistic choices.

    PROCESS VS. PRODU

    CT

    Revisited Goal Setting:

    Students explained how goalsare written for something to

    look forward to.

    Art goals in the classroom arecreated to strive for

    something and accomplishnew things.

  • Data Analysis - Findings

    GROWTHVS. FIXED

    After the secondproject, I discoveredhow my studentsbelieved thatreflection was in thepast and completed,therefore they had afixed mindsettowards their work.

    Students wanted toget things right thefirst time and wereafraid to makemistakes.

    Today a focus student explained herprocess. "I choose things that I like. Ipracticed to help with the details so Ididn't mess up.

    -Inquiry Journal, March 9th

  • Exit Tweets

    "reflection is going over what youvealready done and improving it or(thinking) about things you couldvedone."

    The exit tweet providedimmediate feedback for onhow I could better meet theneeds of all of my studentsin the class. The students

    explained how they liked theidea of tweeting somethingto me and that they would

    appreciate having a reply totheir tweet.

  • Growth Mindset Survey

    "I'm not creative. I can't draw.""I can't do this.""I messed up, I want to startover." "Will do you this for me?""I don't want to try this.""They are so much better thanme."

    "I'm on the right track!""I can try my best."

    "This is going to take some time.""Mistakes help me learn."

    "What can I do to make this evenbetter?"

    "I'm going to ask for help.""I won't give up."

  • Growth Mindset SurveyResults

    Fixed: 45%down to 15%

    Growth: 55%increased to

    85%

    I finally feel the presence of growth mindset beginning to settle into myclassroom. Hearing the students talk to one another about their artwork

    and showing perseverance is happening. -Inquiry Journal April 14.

  • Mindset Examples

  • Data Analysis -Findings

    WRITINGIN REFLECTIVE WRITING

    My class couldreflect verballythrough interviews,surveys, and classdiscussions, but hada hard time writingdown their thoughtsin class.Complained aboutwriting in art class.

  • My Art Experience Survey

    Although some studentsdidn't enjoy writing in art

    class, they found beinginterviewed helped them

    receive feedback.

  • Implemented MetacognitionTop 3 Choices:

    I'm thinkingI'm wonderingI just learned

  • StudentReflection

    Growth fromJanuary to

    March

    "What is art?Why is art

    important?"

  • One Page Portfolios

    "How I make my art is unique. Ive enjoyed this class because we weretaught different ways to make art that is useful and effective.

    Different techniques I learned were to make my lines light and gentle so theyreeasy to erase. I also learned that I just go straight into drawing, and I dont

    really plan out my art." -Student Reflection

  • Intrepretation - Outcomes

    Implementing growth mindset in my artroom encouraged students to be more

    mindful of their thoughts andencouraged their creative process and

    making mistakes. As the semesterconcluded, my class became

    more aware of their successes and feltproud of their creations.

  • Implications & LimitationsI would advise to implement reflective writing the first day with the students as

    incorporating writing into the art classroom is not always the first thing thatstudents think of when they come to our class. It is crucial to welcome students

    thoughts and encourage their creativity through art making and writing.

    Philosopher JohnDewey explains thatwe do not learn from

    our experiencesunless we reflect

    upon them. Asstudents areexperiencing

    reflection, teachersshould take the timeto reflect upon their

    practices, as well. Semester long class insteadof entire year

    Where I fit in theLiterature + Art

    Community

  • Research Reflection

    Implementing journals and reflective writingmade me as a teacher and a researcher morereflective about my own teaching practices.

    The power of growth mindsetGrowth mindset empowered my students topersevere through reflective writing, eventhough they had never written in their art

    classes before.

    One page portfolios takeaway

  • The FutureIf I continued with my study, I would incorporate...

    More opportunities for students to respondto ideas within their art journals.Study how providing journal prompts at thebeginning of each class would impactstudents.Allow students time to free write before eachproject.

    After action research I will...Continue implementing and experimentingreflective writing strategies.Encourage growth mindset.Provide feedback and more opportunities.Reflect upon my own practices.

  • Fellows ExperienceMy time as a teaching fellow has

    held me accountable forreflecti