Abstract
Can sharing drawings about pedagogical issues develop trust in a mentoring situation? What other themes and feelings emerge when non‐traditional forms of mentoring are utilized? During a seven‐week student‐teaching period, a student art teacher and experienced art teacher drew and wrote in a sketchbook about daily teaching experiences. These sketchbooks were shared weekly and portraits, both visual and verbal in nature, were created by the mentor. In this article I explicate my role as mentor to the student art teacher and describe our use of a process coined ‘reflective artmaking’ (Milne, Citation2000) as a way to explore our pedagogy.
Notes
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