I wanted my students to direct the next step of the visual self-reflections practice we began this semester. Thus, students were given the choice today (Thursday, 4/4/19) to either:
Thanks Dahlia…; Wow, beautiful. The leather paintings, the wood carvings, and Sister Gertude’s paintings all caught my eye–maybe they could become objects of focus for contemplative reflections…!
Greg,
These photos are awesome–so distinct and with creativity in composition. I think they are exemplars, as you state, of an inspired “… individuality expressed and variety of composition.”
Luis
Trowbridge C.A. (2017) Drawing Attention. In: Powietrzyńska M., Tobin K. (eds) Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives. Bold […]
This week, my aim is to build momentum in the incorporation of visual-based feedback in self-reflection from my freshman mathematics students. They appeared invested in the first exercise of this visual […]
Luttrell, W. (2010). A camera is a big responsibility: a lens for analysing children’s visual voices. Viusal Studies, 25(3), 224–237. https://doi.org/10.1080/1472586X.2010.523274
This is the first time that I have ventured to encourage students to reflect freely and, in particular, visually, on their recent conceptual challenges and victories in their experience thus far in elementary […]
Hi Dahlia,
I think you clearly articulated the troubling aspect about possible misapplications of the “hammer of critique,” and the troubling practice by the “enlightened academic” of critiquing perceived […]
Pink, S. (2011). Multimodality, multisensoriality and ethnographic knowing: social semiotics and phenomenology of perception. Qualitative Research, 11(3), 261–276. h […]
Barone, T., & Eisner, E. (2006). Arts-based educational research. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complimentary methods in education reserach (pp. 95–110). Washington, D.C.: A […]
