"Reflective journaling is strongly supported in the conceptual and research-based literature as an activity that facilitates students’ integration of course content, construction of new knowledge, and application of new knowledge" (Deaver, 2009). Nowhere is this more true than in the visual art classroom, and in the professional artist's practice. The keeping of an artist’s journal is very much complementary to the artist’s making in the studio. It serves many purposes, including:
The list could be extended, but suffice to say, the reflective nature of journal marks it out as a critical tool in the artist’s growth. The journal becomes a 'thinking tool', to enable higher 'meta-cogntive' learning:
JOURNALS AND META-COGNITION
"Meta-cognitive regulation is a key for successful learning...performance, and academic success" (Alt, 2020) One of the most effective tools in increasing meta-cognition is the reflective journal, that is "written documents that students create as they think about various concepts, events, or interactions over a period of time for the purposes of gaining insights into self-awareness and learning" (Alt,2020).
But how do students write reflectively, with meta-cognition, and not simply just write descriptions of work? One of the simplest ways to start reflecting is to formulate questions to prompt meta-cogntive reflection. Students may initially require some help in learning how to do this; they may even require some initial 'prompting' questions from the teacher, "however, gradually over-time, the prompting questions might be internalized by the students and become part of their high-quality reflective thinking and self-directed processes" (Alt, 2020). Teachers might also need to help students "make
specific connections between them as individuals and the broader social, cultural and structural environment, by understanding how our ideas, beliefs and assumptions might be at least partially determined by our social contexts" (Alt, 2020)
ADVANTAGES OF ONLINE JOURNALING (USING A BLOG PLATFORM)
Online journals or blogs have many advantages over traditional handwritten documents, including:
Some art teachers have even encouraged the use of online journals or 'web blogs' because they allow for easy communication of ideas between peers, and a continuation of the critiquing process, as well as being a space to 'record and reflection on ideas' (Overby, 2009).
Of course, a Google Doc could also be created and added to by the student as a journal, and shared with the teacher, and fellow students for viewing. This too has the advantage of allowing hyperlinks. However, it lacks some of the powerful searching and archiving aspects of the blog platform. Security is not a major issue with blogs (although using them is always a good opportunity for learning cybersafety, digital citizenship, and ethical questions) as they should be kept anonymous by the students; however, if this is an issue, then the Google Doc or similar could be used as an alternative. It certainly has many advantages over traditional paper journals.
STUDENT EXAMPLE
- A place to reflect upon new ideas, and make abstract connections between these.
- A place to reflect upon the studio making, in a more detached, analytical and critical way.
- A place to make notes, in a way that is organized.
- A place to document visually (with drawings, photographs, and even video) the process, to aid in reflection, and for outside evaluation.
- A place to store links for further research.
The list could be extended, but suffice to say, the reflective nature of journal marks it out as a critical tool in the artist’s growth. The journal becomes a 'thinking tool', to enable higher 'meta-cogntive' learning:
JOURNALS AND META-COGNITION
"Meta-cognitive regulation is a key for successful learning...performance, and academic success" (Alt, 2020) One of the most effective tools in increasing meta-cognition is the reflective journal, that is "written documents that students create as they think about various concepts, events, or interactions over a period of time for the purposes of gaining insights into self-awareness and learning" (Alt,2020).
But how do students write reflectively, with meta-cognition, and not simply just write descriptions of work? One of the simplest ways to start reflecting is to formulate questions to prompt meta-cogntive reflection. Students may initially require some help in learning how to do this; they may even require some initial 'prompting' questions from the teacher, "however, gradually over-time, the prompting questions might be internalized by the students and become part of their high-quality reflective thinking and self-directed processes" (Alt, 2020). Teachers might also need to help students "make
specific connections between them as individuals and the broader social, cultural and structural environment, by understanding how our ideas, beliefs and assumptions might be at least partially determined by our social contexts" (Alt, 2020)
ADVANTAGES OF ONLINE JOURNALING (USING A BLOG PLATFORM)
Online journals or blogs have many advantages over traditional handwritten documents, including:
- The automatic archiving features of a blog allow students to keep track of their research, with date and categories, for example. This also can remind them to make regular (daily?) posts.
- The date/time stamp allows the teacher to track that the student is making regular reflections, and make recommendations in formative assessment; and, evaluate how far they have engaged with the practice when it comes to summative assessment (students cannot simply throw some ideas together at the end of a course).
- The student can easily add to the blog with their phone at any time, without having to carry a separate journal.
- The blog can be easily shared with the teacher, so that timely help can be given.
- The blog is easily searchable - so ideas or research links can be easily accessed at any time. Without this technology it is very easy to lose track of one’s research.
Some art teachers have even encouraged the use of online journals or 'web blogs' because they allow for easy communication of ideas between peers, and a continuation of the critiquing process, as well as being a space to 'record and reflection on ideas' (Overby, 2009).
Of course, a Google Doc could also be created and added to by the student as a journal, and shared with the teacher, and fellow students for viewing. This too has the advantage of allowing hyperlinks. However, it lacks some of the powerful searching and archiving aspects of the blog platform. Security is not a major issue with blogs (although using them is always a good opportunity for learning cybersafety, digital citizenship, and ethical questions) as they should be kept anonymous by the students; however, if this is an issue, then the Google Doc or similar could be used as an alternative. It certainly has many advantages over traditional paper journals.
STUDENT EXAMPLE
REFERENCES AND FURTHER READING
Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: Insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145-158.
Anderson, S. (2010). Reflective journaling 2.0: Using blogs to enhance experiential learning. The Journal of Nursing Education, 49(10), 596.
Bouldin, A. S., Holmes, E. R., & Fortenberry, M. L. (2006). “Blogging” about course concepts: Using technology for reflective journaling in a commu-nications class. American Journal of Pharmaceutical Education, 70(4), 1–8.
Cole, P. (1994, February). A cognitive model of journal writing. Proceedings of Selected Research Presentations at the 1994 National Convention of the Association for Educational Communications and Technology, Nashville, TN
Deaver, S., & Mcauliffe, G. (2009). Reflective visual journaling during art therapy and counselling internships: A qualitative study. Reflective Practice, 10(5), 615-632.
Hjelde, Katrine. (2012). Constructing a Reflective Site : Practice between Art and Pedagogy in the Art School.
Hubbs, D., & Brand, C. (2005). The Paper Mirror: Understanding Reflective Journaling. Journal of Experiential Education, 28(1), 60-71.
Kember, D., Leung, D., Jones, A., Loke, A., Mckay, J., Sinclair, K., . . . Yeung, E. (2000). Development of a Questionnaire to Measure the Level of Reflective Thinking. Assessment & Evaluation in Higher Education, 25(4), 381-395.
Lord, J. (2008). John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice – By Douglas J. Simpson, Michael J. B. Jackson, and Judy C. Aycock. Teaching Theology & Religion, 11(1), 55-57.
O'Connell, T., & Dyment, Janet E. (2013). Theory into practice : Unlocking the power and the potential of reflective journals. Charlotte, NC: Information Age Publishing.
Overby, A. (2009). The New Conversation: Using Weblogs for Reflective Practice in the Studio Art Classroom. Art Education, 62(4), 18-24.
Parikh, S., Janson, C., & Singleton, T. (2012). Video Journaling as a Method of Reflective Practice. Counselor Education and Supervision, 51(1), 33-49.
Purcell, M. (2018). The Health Benefits of Journaling. Psych Central. Retrieved on July 8, 2020, from https://psychcentral.com/lib/the-health-benefits-of-journaling/
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.
Schuessler, J. B., Wilder, B. W., & Byrd, L. (2012). Reflective Journaling and Development of cultural humility in students. Nursing Education Perspective, 33(2), 96-99.
Spalding, E., & Wilson, A.H. (2002). Demystifying Reflection: A Study of Pedagogical Strategies That Encourage Reflective Journal Writing.
Snyder, Lisa Gueldenzoph, & Snyder, Mark J. (2008). Teaching Critical Thinking and Problem Solving Skills. Delta Pi Epsilon Journal, 50(2), 90-99.
Stout, C. (1993). The Dialogue Journal: A Forum for Critical Consideration. Studies in Art Education, 35(1), 34-44.
Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: Insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145-158.
Anderson, S. (2010). Reflective journaling 2.0: Using blogs to enhance experiential learning. The Journal of Nursing Education, 49(10), 596.
Bouldin, A. S., Holmes, E. R., & Fortenberry, M. L. (2006). “Blogging” about course concepts: Using technology for reflective journaling in a commu-nications class. American Journal of Pharmaceutical Education, 70(4), 1–8.
Cole, P. (1994, February). A cognitive model of journal writing. Proceedings of Selected Research Presentations at the 1994 National Convention of the Association for Educational Communications and Technology, Nashville, TN
Deaver, S., & Mcauliffe, G. (2009). Reflective visual journaling during art therapy and counselling internships: A qualitative study. Reflective Practice, 10(5), 615-632.
Hjelde, Katrine. (2012). Constructing a Reflective Site : Practice between Art and Pedagogy in the Art School.
Hubbs, D., & Brand, C. (2005). The Paper Mirror: Understanding Reflective Journaling. Journal of Experiential Education, 28(1), 60-71.
Kember, D., Leung, D., Jones, A., Loke, A., Mckay, J., Sinclair, K., . . . Yeung, E. (2000). Development of a Questionnaire to Measure the Level of Reflective Thinking. Assessment & Evaluation in Higher Education, 25(4), 381-395.
Lord, J. (2008). John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice – By Douglas J. Simpson, Michael J. B. Jackson, and Judy C. Aycock. Teaching Theology & Religion, 11(1), 55-57.
O'Connell, T., & Dyment, Janet E. (2013). Theory into practice : Unlocking the power and the potential of reflective journals. Charlotte, NC: Information Age Publishing.
Overby, A. (2009). The New Conversation: Using Weblogs for Reflective Practice in the Studio Art Classroom. Art Education, 62(4), 18-24.
Parikh, S., Janson, C., & Singleton, T. (2012). Video Journaling as a Method of Reflective Practice. Counselor Education and Supervision, 51(1), 33-49.
Purcell, M. (2018). The Health Benefits of Journaling. Psych Central. Retrieved on July 8, 2020, from https://psychcentral.com/lib/the-health-benefits-of-journaling/
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.
Schuessler, J. B., Wilder, B. W., & Byrd, L. (2012). Reflective Journaling and Development of cultural humility in students. Nursing Education Perspective, 33(2), 96-99.
Spalding, E., & Wilson, A.H. (2002). Demystifying Reflection: A Study of Pedagogical Strategies That Encourage Reflective Journal Writing.
Snyder, Lisa Gueldenzoph, & Snyder, Mark J. (2008). Teaching Critical Thinking and Problem Solving Skills. Delta Pi Epsilon Journal, 50(2), 90-99.
Stout, C. (1993). The Dialogue Journal: A Forum for Critical Consideration. Studies in Art Education, 35(1), 34-44.
RSS Feed
