PB. (2014). Visual Journal entry. Pen on paper. "I feel like I have absolutely NO clue what I am doing. I am overwhelmed…how do I make the content "emotionally challenging/Freeing?" which is what I believe it should be?" (PB, note to self)

"The entire process has taught me so much about my philosophy on education and my overarching stance as a future educator.  I feel as though I've been enlightened since our discussion and now view education in an entirely different way.  My meaning for art-making has transformed and I now value -even more- the importance of relevant art making.  HOWEVER…that being said, I've been having a hard time applying my new-found outlook to the elementary students I'm now teaching.  I feel as though I've been catapulted into a realm that is unfamiliar and scary, and I have no clue how to combine this philosophy with the goals and objectives defined for me.  I find myself focusing on TEACHING certain skills/concepts because these students are learning a lot of them for the first time versus building on prior knowledge like I did with the High School students" (PB, 3/2013)

D. Bradshaw. (2013). Missing. Collaged and sewn plastic, printed and hand marbled papers. "I left behind the open desert and intense quality of light for a dense canopy of trees that allow the sun to intermittently peek through…oh, Arizona…I long for your colors." (PI reflective journal, 10/2013)

"…came to see me today.  Her parents are divorcing; she thinks she should quit school.  An extreme leap yet I recall feeling like that when my parents divorced--feeling like it was the end of the world and that if I left school I might be able to do something.  I felt uncomfortable at first but that she trusts me enough to reach out for the support she needs is humbling.  She wanted to talk about her classes, how to balance the extreme workload this semester with work and personal relationship conflicts.  It is October and she expressed worry about managing when she is student teaching in January… I encouraged her to take it one day at a time.  Should I have told her how difficult it is for me to follow my own advice?" (PI, reflective journal entry 10/08/13).

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" 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." (Scott, 2010, p. 1).  

Scott, S. (2010). Visual journaling to greater meaning making in the secondary art classroom.  (Doctoral dissertation). East Carolina University, Greenville, NC.