Visual journaling towards greater meaning making in the secondary art classroom

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dc.contributor.advisorArnold, Aliceen_US
dc.contributor.authorScott, Saraen_US
dc.contributor.departmentArt Educationen_US
dc.date.accessioned2011-02-03T15:36:11Zen_US
dc.date.accessioned2011-05-16T20:08:17Z
dc.date.available2011-02-03T15:36:11Zen_US
dc.date.available2011-05-16T20:08:17Z
dc.date.issued2010en_US
dc.description.abstractSketchbooks have long been used in art classrooms; however, the structured assignments often leave students feeling disconnected to both the sketchbook and the art classroom. Recent shifts in educational pedagogy encourage educators to find ways to connect course content with lived experiences. This cultural, social and personal connection results in a deeper understanding of course concepts. Within the art classroom visual journals have emerged in response to this shift in pedagogy. The visual journal is a place for the student to explore self and the internal and external environments that shape the self. The student's quest for personal and aesthetic meaning making through visual journaling evolves the student's concept of self and offers opportunity for synthesizing and integrating lived experiences. The purpose of this paper is to explore visual journaling as an educational pedagogy that promotes meaning making in students.  en_US
dc.description.degreeM.A.Ed.en_US
dc.format.extent71 p.en_US
dc.format.mediumdissertations, academicen_US
dc.identifier.urihttp://hdl.handle.net/10342/3175en_US
dc.language.isoen_US
dc.publisherEast Carolina Universityen_US
dc.subjectArt educationen_US
dc.subjectSecondary educationen_US
dc.subject.lcshArt--Study and teaching
dc.subject.lcshArt students--Diaries
dc.subject.lcshCollege students' art
dc.subject.lcshVisual communication in art
dc.titleVisual journaling towards greater meaning making in the secondary art classroomen_US
dc.typeMaster's Thesisen_US

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