References
Burkhart, A. (2007). Articulate activism: Artists’ books take issues. Art Education, 60(1), 25-32.
Burkhart, A. (2006). “Mongrel nature: A consideration of artist’ books and their implications for art education. Studies in Art Education, 47(3), 248-268.
Clahassey, P. (1986). Modernism, post modernism, and art education. Art Education, 39(2), 44- 48.
Clark, A. (1980). Action research: Theory, practice, and values. Journal of Occupational Behaviour, 1(2), 151-157.
Cummings, K. (2011). Visual journaling: Engaging adolescents in sketchbook activities. Arts and Activities, 149(2), 28-29.
Delacruz, E. & Bales, S. (2010). Creating history, telling stories, and making special: Portfolios, scrapbooks, and sketchbooks. Art Education, 63(1), 33-39.
Duncum, P. (2001). Visual culture: Development, definitions, and directions for art education. Studies in Art Education, 42(2), 101-112.
Freedman, K. (2007). Artmaking/ troublemaking: Creativity, policy, and leadership in art education. Studies in Art Education, 48(2), 204-217.
Glenn, D. (1986). The middle school: Art, the transescent child, and the role of the teacher. Art Education, 39(5), 4-7.
Gude, O. (2008). Aesthetics meaning making. Studies in Art Education, 50(1), 98-103.
Ludwig, L.K (2008). True vision: Authentic art journaling. Beverly, MA: Quarry Books.
Marshall, J. & D’Amado, K. (2011). Art practice as research in the classroom. Art Education, 64(5), 12-18.
May, W. (1993). “Teachers- as- researchers” or action research: What is it, and what is good for art education? Studies in Art Education, 34(2), 114-126.
Murata, R. (1997). Connecting the visual and verbal: English and art for high school sophomores. The English Journal, 86(7), 4-48.
Petri, E. (2006). Teacher research in the socioconstructivist art classroom. Art Education, 59(5), 40-45.
Ruopp, A. (2003, January). Visual journaling. SchoolArts, 102(5), 36-37.
Sanders- Bustle, L. Visual artifact journals as creative springboards for meaning making. Art Education, 61(3), 8-14.
Burkhart, A. (2007). Articulate activism: Artists’ books take issues. Art Education, 60(1), 25-32.
Burkhart, A. (2006). “Mongrel nature: A consideration of artist’ books and their implications for art education. Studies in Art Education, 47(3), 248-268.
Clahassey, P. (1986). Modernism, post modernism, and art education. Art Education, 39(2), 44- 48.
Clark, A. (1980). Action research: Theory, practice, and values. Journal of Occupational Behaviour, 1(2), 151-157.
Cummings, K. (2011). Visual journaling: Engaging adolescents in sketchbook activities. Arts and Activities, 149(2), 28-29.
Delacruz, E. & Bales, S. (2010). Creating history, telling stories, and making special: Portfolios, scrapbooks, and sketchbooks. Art Education, 63(1), 33-39.
Duncum, P. (2001). Visual culture: Development, definitions, and directions for art education. Studies in Art Education, 42(2), 101-112.
Freedman, K. (2007). Artmaking/ troublemaking: Creativity, policy, and leadership in art education. Studies in Art Education, 48(2), 204-217.
Glenn, D. (1986). The middle school: Art, the transescent child, and the role of the teacher. Art Education, 39(5), 4-7.
Gude, O. (2008). Aesthetics meaning making. Studies in Art Education, 50(1), 98-103.
Ludwig, L.K (2008). True vision: Authentic art journaling. Beverly, MA: Quarry Books.
Marshall, J. & D’Amado, K. (2011). Art practice as research in the classroom. Art Education, 64(5), 12-18.
May, W. (1993). “Teachers- as- researchers” or action research: What is it, and what is good for art education? Studies in Art Education, 34(2), 114-126.
Murata, R. (1997). Connecting the visual and verbal: English and art for high school sophomores. The English Journal, 86(7), 4-48.
Petri, E. (2006). Teacher research in the socioconstructivist art classroom. Art Education, 59(5), 40-45.
Ruopp, A. (2003, January). Visual journaling. SchoolArts, 102(5), 36-37.
Sanders- Bustle, L. Visual artifact journals as creative springboards for meaning making. Art Education, 61(3), 8-14.