Abstract

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My research sought to explore the impact of the inclusion of self-reflective practices as a distinct process in the Visual Art classroom. Self-Reflection within the classroom is most often implemented as a step within self-assessment processes. It is most commonly included at the end of the task, which can often lead to it being rushed, or forgotten about altogether due to time constraints. In order for students to become true reflective practitioners, consistent self-reflection that is guided, personal, and pertinent to the learning objectives is needed. In a busy school environment and a world filled with technological distractions, it is appropriate and timely to consider an effective way in which to give students designated time and space for reflection.

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The aims of the study focused firstly on the relationship between self-assessment and self-reflection. It considered the impacts of using both practices in partnership but, crucially, as distinct activities in their own right. In this scenario, self-assessment provides educational context and structure, while self-reflection provides the opportunity for personal insight. Secondly, it focused on the degree to which self-reflection, when appropriately scaffolded/guided, can empower students to better reach success criteria and educational goals. Finally, it sought to investigate the possible impact of consistent, guided self-reflection on students’ confidence in, and articulation of, their artistic practices.

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Action research was employed as the theoretical framework underpinning the study, which was conducted in a co-educational, DEIS, Irish secondary school. Within the qualitative study a variety of methods and approaches were employed in the collection of data – principally questionnaires, focus groups, image-based data, with a teacher research diary being kept throughout.