Visual journals are reflective learning journals that engage the active and purposeful exploration and incorporation of art mediums and visual imagery into the journaling process. This paper focused on the ways that visual journals might be enacted in K‐12 classrooms. We begin by introducing the four ways New (2005) identified that artists, scientists, and directors use visual journals to attune them to the world: observation, reflection, exploration and creation. We then connect New's categories to research on how visual journals connect K‐12 students to these artistic practices. The remainder of the paper presents findings from phase one of our instrumental, collective case study of how visual journals are used by secondary art teachers. Phase one is a national survey of high school art teachers who use visual journals in their classrooms. This paper presents the descriptive survey data from these participants in an effort to define and describe visual journals in practice, discuss the frequency and qualities of student engagement, and explore how teachers are using visual journals to support curricular goals. We will use these findings to guide phase two of the study, which involves interviews with teachers who participated in the survey.

中文翻译：

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中学艺术课堂中的视觉日记：全国艺术教师调查


视觉日记是反思性的学习日记，它参与积极和有目的的探索，并将艺术媒介和视觉图像纳入日记过程。本文重点介绍了视觉日记在 K-12 课堂上可能制定的方式。我们首先介绍了 New （2005） 确定艺术家、科学家和导演使用视觉期刊来调整他们与世界相适应的四种方式：观察、反思、探索和创造。然后，我们将 New 的类别与视觉期刊如何将 K-12 学生与这些艺术实践联系起来的研究联系起来。本文的其余部分介绍了我们关于中学艺术教师如何使用视觉日记的工具性集体案例研究第一阶段的发现。第一阶段是对在课堂上使用视觉日记的高中艺术教师进行的全国性调查。本文提供了来自这些参与者的描述性调查数据，以努力在实践中定义和描述视觉日记，讨论学生参与的频率和质量，并探索教师如何使用视觉日记来支持课程目标。我们将利用这些发现来指导研究的第二阶段，其中包括对参与调查的教师的采访。