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Exploration of Personal Identity in Teenagers Through Storytelling and Journaling in the Art Room

机译：通过艺术室的故事讲述和日记探索青少年的个人身份

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Middle school students are faced with challenges and experiences every day that make them question their identity and purpose. Utilizing journaling and storytelling in the middle school art classroom creates an opportunity for students to be exposed to meaningful art experiences. This mixed methods, action research study set out to discover the benefits of middle school students creating autobiographical visual journals and artwork, to discover if visual journaling aids students in creating more self-reflective artwork and if students increased the use of their sketchbook as a result of visual journaling. A series of art lessons were implemented that focused on telling one's self-identity and experiences. After completing the art lessons many benefits emerged, such as the students' ability to understand how their artwork helps them to understand themselves better and students saw an increased use of their sketchbook. As a result of the art lessons, students started an inner dialogue.

机译：中学生每天都面临挑战和经历，使他们质疑自己的身份和目的。在中学美术教室中利用日记和讲故事为学生提供了接触有意义的艺术经验的机会。这项行动研究的混合方法旨在发现中学生创建自传视觉日记和艺术品的好处，发现视觉日记是否有助于学生创作更多的自我反省的艺术品，以及如果学生因此增加了使用素描本的结果视觉日记。实施了一系列艺术课程，重点是讲述一个人的自我身份和经历。完成美术课后，出现了许多好处，例如，学生了解自己的作品如何帮助他们更好地了解自己的能力，以及学生看到了越来越多使用素描本的能力。通过美术课程，学生开始了内部对话。

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作者
Boyer, Kaitlyn.;
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作者单位

The University of the Arts.;

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授予单位 The University of the Arts.;
学科 Art education.
学位 M.A.
年度 2017
页码 102 p.
总页数 102
原文格式 PDF
正文语种 eng
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Exploration of Personal Identity in Teenagers Through Storytelling and Journaling in the Art Room

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