From Marks to Meaning: A Mixed-Methods Study on Visual Journals in Technique-Driven Art Courses

Author Information

Raymond Charles Nigel E. Ador Dionisio, Lyceum of the Philippines University Cavite, Philippines

Abstract

This study examined the effectiveness of visual journaling as a tool for evaluating and monitoring student development in a Basic Drawing Techniques course within the BFA in Visual Communication program. Using a mixed-methods research design, the study integrated qualitative and quantitative approaches to assess how visual journaling supports skill progression, higher-order thinking, and reflective practice. Qualitative data were collected from weekly journal entries, instructor observations, and rubric-based assessments, while quantitative data were derived from a Likert-scale questionnaire measuring students’ perceptions of the validity and usefulness of visual journaling, with all 30 enrolled students included through total population sampling. The findings revealed consistent improvement in technical skills across graphite/charcoal, pen and ink, and colored pencil techniques, supported by both rubric scores and self-reported student perceptions. Thematic analysis further identified key patterns of self-awareness, skill progression, confidence development, and self-regulation, indicating the enhancement of critical thinking and reflective practice. Survey results also showed high levels of agreement regarding the usefulness of visual journaling in monitoring progress, increasing engagement, and serving as a valid alternative to traditional assessment methods. Overall, the study concludes that visual journaling is an effective pedagogical and assessment strategy that supports both technical and cognitive development, promotes reflective and learner-centered practices aligned with outcomes-based education, and offers a meaningful alternative to conventional evaluation methods in studio-based art education.

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• Category: Arts - Teaching and Learning the Arts

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