J is for Journal

| April 25, 2014

I have never kept an ongoing written journal, despite how I think it would benefit me.



Students will keep a private journal for the entirety of the school year, but will be frequently posting throughout this 14-week unit in order to establish a deeper understanding of themselves. Having students intimately engaged with themselves and their surroundings necessitates at least 3-4 posts per week. Fostering introspection and a heightened awareness of their relationships lies in the forefront of this assignment. Students do not have to write formally or grammatically because their ideas of themselves and others hold primacy. Furthermore, at least two posts each week must describe and analyze a student’s interaction with someone; students must consider the following questions:

  1. What is your relationship with this person? Why?
  2. What happened during your interaction? Why?
  3. How did you feel during this interaction? Why?
  4. What were you thinking about during this interaction? Why?
  5. Did you notice anything about your body language or the individuals’?
  6. To what extent were you ‘present’ in this interaction? Why?

7.  Regarding what you were thinking and how you were behaving, what might this interaction say about you? Why?

Exploring one’s degree of presence within an interaction potentially illuminates how mentally, emotionally, and physically one attunes to this individual. Furthermore, every four weeks, students will compose a reflection that analyzes thematic recurrences (or lack thereof) in their journal entries. This assignment aims to have students uncover the significance of their own patterns of thought when engaged with art. The educator will look over each student’s journal entry and comment on each reflection every four weeks.