What is Reflection?

Integral to your production of a portfolio is the process of reflection. Reflection is not an 'add-on' piece to your learning process, portfolio, or teaching practice. It is integral to the complex process of becoming an art teacher. Successful reflection enables self-awareness, personal and professional growth and improved teaching practices.

Reflection may be accomplished individually and collectively. You will have opportunities to reflect on your experiences and teaching with others, such as, peers, cooperating teachers, supervisors and university faculty. Each will bring a unique perspective to your understanding of yourself as a developing art teacher.

Ultimately, self-reflection and dialogue with others will result in insights as to:

1. how and why you think the way you do about art teaching, learning and assessment
2. what actions you took, what choices you made
3. the meaning of your actions and choices
4. what learning and growth has occurred
5. how you can change your practices in the future
6. what you believe is the social value of art education
7. what you believe is your role as a professional in the field of art education

What is the purpose of reflection?

You will be reflecting on the outcomes from your coursework and experiences.While reflection suggests recollection and the remembering of events and activities past, it is remembering with a grounding of beliefs. Dewey (1933) stated "reflection thus implies that something is believed in (or disbelieved in), not on its own direct account, but through something else which stands as witness, evidence, proof, voucher, warrant; that is, as ground of belief." (p.11). For Dewey, reflective thinking consisted of two parts: a state of doubt and a search to resolve that doubt. Thus, constructing a portfolio is an act of revealing one's beliefs. Schon (1988) considered a utility for reflective thinking in that cognitive practice has a direct relationship to practices within professional realms (teaching). Davis, Hawley, McMullan and Spilka (1997) extend this idea in that the process of education mirrors the design process with reflective thinking being central to both. Design as a process (Davis, et.al., 1997), like teaching art, requires critical reflection that can inform future events.

At the heart of portfolio development is purposeful choice making. The portfolio development process like the design process is organic.

Your portfolio can be entered into again and again with new reflections that can provide new insights.

Where do you put the reflections in your portfolio?

Your portfolio is an assessment portfolio. This means that it includes a collection of selected artifacts and focused reflections and goals that demonstrate how you have met the Wisconsin Teacher Standards and Wisconsin Model Academic Standards.

Reflections should be infused throughout your portfolio. One of the advantages of an E-Portfolio is the capacity to integrate text and images and to cross-reference using links.

What makes a good artifact?

The search for evidence in the form of artifacts is a quest for quality. The reflection process will assist you to determine how artifacts are collected, winnowed, and presented. Artifact selection requires that you place value upon an experience or event. As you develop your portfolio, you will be gathering 'artifacts' that demonstrate your competencies in each of the Standards 1-8. A good artifact is:

• Carefully selected
• Represents the standard
• Demonstrates your competencies of the standard
• Presented professionally
• Personally meaningful
• Paired with a relevant and insightful reflection (reflections can be written, audio or videotaped

For tips on inserting either image or video artifacts into your portfolio, click here.

What are the stages of a portfolio artifact?

Collection
Collect all relevant artifacts and store in a digital format. Make back up copies.

Selection
You should carefully select the artifact(s) that best exemplify how you have met the standard.

Reflection
Reflect on the artifact using 'How to Write A Reflection'. The artifacts should have personal meaning and significance to you.

Inclusion
Insert relevant reflections and artifacts in the portfolio.

Further Reflection and Assessment
Ask:
Do my current artifacts and reflections best demonstrate my competencies? What new artifacts do I have from this semester to add?

Further Editing and Selecting
Ask:
What artifacts and reflections should I remove? Do I have any artifacts and reflections to add that can demonstrate my growth over time?

Process adapted from: Barrett (2000) and Danielson & Abrutyn (1997). An introduction to using portfolios in the classroom. Alexandria, VA: ASCD. We have added the stages of Further Reflection and Assessment and Further Editing and Selecting.

FOR  PRESERVICE ART TEACHERS

Where will I find artifacts?

The following is a list of potential artifacts and their sources: