HOW DO FIFTH GRADE GIRLS ENGAGE IN JOURNALING

THROUGH CULTURALLY DIVERSE ART EXEMPLARS?

JORDEN E. MIERNIK-WALKER

INTRODUCTION

JOURNAL CONTENTS

Allowing students to perceive art education and womens art from a Feminist Lens, enables female

Student participants used journaling as a means to understand idea development and reflect on

students and students of color a deeper understanding of identity with an art historical connection . If educators analysis history from the beginning of art's creation and creativity erupting in time, women have
been contributing to the historical side of art-making with little to no credit within the History of Art Edu-

past thoughts. Journal topics centered around female artist and a relating vocabulary word. Students
were to address the artists information in relation to the researchers assigned word.

Yayoi Kusama, obsession

Frida Kahlo, Identity

Louise Bourgeois, activist

Kara Walker, History

cation (Sandell, 2009).

What is Feminist art?
Feminist art is educating students through the Feminist Lens and through addressing the history of

JOURNAL ENTRY EXAMPLES

women as artists while consciously understanding womens importance in art education. The Feminist
Lens is the way educators approach the arts community; seeing art advances of women, viewed by women
to then enhance the learning of future women. Educators teaching through a Feminist Lens place women
and artist of color at the forefront of an artistic outlet that still contains a serious male to female gap in
diversity (Gouma-Peterson & Mathews, 1987).
The goal when approaching the educators classroom with a Feminist Lens is to advance psychologically young girls who are lacking the general underdevelopment of the students history. Educators need
to approach art education with sensitivity toward the needs of others. Art education cannot assume the
needs of all students have been met without understanding the importance of taking care of their female
students by including a voice for those women while approaching other points of view (Kornfeld, 1992).

METHODOLOGY
DATA COLLECTION

This study was conducted using an Action Research Methodology. Action research is method of reflective and

PARTICIPANTS

progressive problem solving led by individuals working with others to improve an issue. The Action Research con-

The researcher began the data collection with a pre-assessment sheet for students
to answer on their own prior to meetings.
The data was collected in the following
ways:

Journaling sketchbooks for students to

keep as a means for assessing their progress with idea development.

Students engaged in group reviews and interpretations of peer work.

Students were asked to follow rubric outlined expectations

Complete a self-assessment sheet relating

to the artist and discussion.

Students traded journals with another student and completed the same assessment
for their partner as a peer review.

Seven fifth grade female students particiducted addressed female students in the art room, and how expanding art exemplars could deepen learning engagement while making lasting personal connections with the students. The seven female students who participated in this Action Research were given sketchbooks for journaling and developing brainstorming ideas. The researchers framework stems from a Feminist Lens in regards to the examples intended. The Feminist Lens is

pated in this study. These are some defining

categories they fall into:

Fifth grade Optional* students

Female, ages 10 and 11.

Current and enthusiastic members of Art

meant to tackle the issue of gender inequality in the arts. The purpose of this study was to add emphasis on art
exemplars that address female artists and artists of color.

Club

Two Caucasian, two Asian, one AfricanAmerican, one Middle-Eastern, and one His-

Over the course of three weeks, the researcher met with the participants twice a week. During the first meet-

panic.

ing, the researcher gave the student participants their journaling sketchbooks and introduced them to the first artist and relating vocabulary word. Then, for each subsequent week, the researcher began the meeting by introducing an artist and vocabulary topic using a PowerPoint and video segment . Following the presentations, the researcher opened discussion to the group.

* Optional students are chosen based on grades, high

tests scores and positive behavior in conduct.

REFERENCES
Deaver, S. P., & McAuliffe, G. (2009). Reflective visual journaling during art therapy and counseling internships: a qualitative study. Routledge: Taylor and Francis Group (pp. 615-632). Norfolk: Old Dominion University.
doi:10.1080/14623940903290687
Garber, E. (2009). Implications of Feminist Art Criticism for Art Education. In K. Freedman, Looking Back: 50 Years of Studies in Art Education (pp. 123-133). Reston, VA: National Art Education Association.
Ortlipp, M. (2008). Keeping and Using Reflective Journals in the Qualitative Research Process. Albury, Australia : The Qualitative Report: Charles Sturt University.
Sandell, R. (2009). Feminist Art Education: An Analysis of the Women's Art Movement as an Educational Force. In K. Freedman, Looking Back: 50 Years of Studies in Art Education (pp. 77-89). Reston, VA: National
Art Education Association.
Williams, N. (2009). Reflective Journal Writing as an Alternative Assessment. Columbus, OH. Retrieved from http://www.otterbein.edu/files/pdf/education/jtir/volumeiii/williams.pdf