Our LPHS art students are acclimated to writing in the art room. They have always completed a variety of different types of writing while in art classes: critiques, essays, compare/contrast, investigation/sketchbook assignments, project proposals, research papers, artist statements, self-reflections and self-evaluations, etc. They understand that writing is part of learning about, from and through art.
I have often found it a challenge to teach Art I/early high school students to reflect on the project criteria that ties to the objective(s) of a specific lesson. Therefore, I have been easing them into this process through the use of a revised Art I rubric that utilizes Studio Thinking prompts to help them focus on their work process in relation to the project objectives and criteria. So far it has been quite successful, and I anticipate that the Art I students moving into electives next year will be able to easily transition into the the language having seen and reflected on the SHoM prompts in Art I this year. I also anticipate that with the introduction of the SHoM language for Art I next year, their reflective writing will only improve.
Rubric uploaded to Google Docs.