This study examines the effectiveness of visual journaling as a tool for evaluating and monitoring student development in the Basic Drawing Techniques course, a hands-on subject within the BFA in Visual Communication program that emphasizes demonstration and technique acquisition over traditional lectures. Using a mixed-methods research design, the study integrates qualitative and quantitative approaches to assess how visual journals support skill progression, critical thinking, and self-reflection. Qualitative data were gathered through weekly journal entries, instructor observations, and rubric-based assessments, while quantitative data were collected via a Likert-scale questionnaire designed to evaluate the perceived validity and usefulness of the journaling approach. Elements of action research were incorporated, enabling the instructor to implement, observe, and refine the strategy within classroom practice. Thematic analysis of written reflections and visual analysis of artworks were conducted to identify patterns in learning, with triangulation across data sources ensuring reliability. Purposive sampling was employed by selecting all 30 students enrolled in the sole section of BFA 101, as they represent the entire population engaged in the visual journaling activity under investigation. The findings aim to inform pedagogical strategies for studio-based art education, highlighting visual journaling as a meaningful method for assessment and cognitive development in technique-driven courses.

Authors:
Raymond Charles Nigel Ador Dionisio, Lyceum of the Philippines University, Philippines

About the Presenter(s)
Mr. Ador Dionisio is a university instructor at the College of Fine Arts and Design, Lyceum of the Philippines University–Cavite. He teaches foundational and technique-driven courses in visual communication and studio arts.

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