High School

How can reflecting on inspirations, preferences, journey, and process help artists become more mindful and intentional?

Students will use a digital vision board to document their current inspirations and interests. Students will identify their personal preferences to develop and understand their artistic voice. Students will trace their artistic journey and reflect on what influenced them to continue art in high school.

• access to a digital slideshow app such as Canva or PowerPoint (or adapt the lesson to paper format)
• digital slideshow platform or app
• ability to save and access this slideshow/document over a long period of time

Step 1
Introduce the digital journal using your selected slideshow platform.

Step 2
Ask students to create/design their first slide to be the cover page “About the Artist,” with their name, photograph, etc.

Step 3
The second slide should be dedicated to students’ artistic journey. Here they will show a progression of their artwork or steps taken in art experiences. This could include photographs of their previous artwork or a list of art classes, clubs, workshops, or camps in which they have participated.

Step 4
Ask students to create the third slide as their vision board. They will collect and arrange images of items, photographs, or artwork that inspire them or represent skills they want to develop. Students will design this slide around the prompt “My Artistic Voice.” Students will also list their current preferred materials, techniques, and colors used in their art-making. Encourage students to consider how these preferences may differ from the imagery on their vision board.

Step 5
Toward the end of the year, ask students to add a final slide documenting their artistic process. Before creating this slide, introduce examples of structured processes such as the scientific method, writing process, or design thinking model. Students should use one or more of these frameworks to describe their personal approach to creating art.

Step 6
Provide structured opportunities throughout the year for students to revisit and update their slides. During these check-ins, ask students to reflect on changes in their artistic preferences, influences, or processes to deepen their understanding of their development as artists.

Were students able to reflect and identify how they have grown as artists or how their process or preferences have changed over time? Initiate peer discussions about growth and mindfulness in the art room.

Keriann Kirkeng is an art teacher at Lake Mills High School in Lake Mills, Wisconsin.