Expanding Artistic Literacy in Art Therapy Education: Self-Reflection Tools for Assessing Artwork and Art-Based Research

Autor/in	Franklin, Michael A.
Titel	Expanding Artistic Literacy in Art Therapy Education: Self-Reflection Tools for Assessing Artwork and Art-Based Research
Quelle	In: Art Therapy: Journal of the American Art Therapy Association, 38 (2021) 1, S.22-32 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-1656
DOI	10.1080/07421656.2020.1721993
Schlagwörter	Art Therapy; Allied Health Occupations Education; Art Products; Scoring Rubrics; Grading; Self Evaluation (Individuals); College Students + Suchen Sie Ihr Suchwort? Kunsttherapie; Künstlerische Produktion; Scoring formulas; Auswertungsbogen; Notengebung; Schulnote; Collegestudent
Abstract	Training art therapists requires fair grading systems that equitably assess learning styles and developmental levels of academic aptitude, particularly with longer term art assignments. As students progress in their studies, a contemplative education framework offers a self-directed learning environment that strives to share grading responsibilities when evaluating studio projects, which is the focus of this article. The Grading Rubric for Assessing Artwork (GRAA), created by the author, is presented as a self-reporting tool for developing introspective scoring practices while responsibly mitigating overinflated or underinflated self-appraisals. Overall, supporting the advancement of an identity as a practitioner-researcher artist and therapist demands reliable pedagogies that increase awareness of first and third person motivations, goals, and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01