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The Dialogue Journal: A Forum for Critical Consideration
Candace Jesse Stout
Studies in Art Education
Vol. 35, No. 1 (Autumn, 1993), pp. 34-44
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/1320836
Page Count: 11
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This article describes how methods and concepts from two rapidly growing interdisciplinary movements in basic education are applicable to learning in the visual arts. Both the Critical Thinking Movement and programs in Writing Across The Disciplines have been powerful catalysts in changing instructional emphasis from monological to dialogical, from didactic or absolutistic to critical. The new focus is on constructed knowledge, that is, students using their own thinking to make meaning. One of the most effective forums for generating critical thinking in the content areas is writing in the dialogue journal. Individually personalized and content specific, the expressive mode of journal writing creates an occasion to think and progresses as an intimate act of discovery. As the emphasis increases on critical thinking processes and interdisciplinary transference in the art classroom, the dialogue journal can become a seminal forum for critical consideration, an integral link between content and thinking about content.
Studies in Art Education © 1993 National Art Education Association