imagiNATION 10/17/2011 at 12:00pm
I have K-4 and instead of sketchbooks we have "art journals." They have really made a difference in my classroom, especially in getting kids to see the value of practice and learning from our mistakes. I have them take "notes" in the books by drawing and writing about the elements and different works of art, as well as doing guided drawings or practice sketches before getting started on their final projects. I have not tried a drawing prompt yet but will probably introduce that later in the year.

ArtGirl 10/22/2011 at 01:56pm
I use sketchbooks much like imagiNATION does. I have gotten a lot of ideas about sketchbook assignments here:
http://www.princetonol.com/groups/iad/lessons/high/sketchbookHS.html

lightARTed 03/23/2012 at 05:54pm
A few years ago I got a deal on the Blanc Books and every student had one that they kept in their classrooms and brought to art every class. They used them in art to brainstorm, thumbnail sketches, and when finished early, etc.. They also used them in their classrooms with their teachers, ie. going outside to study butterflies, sketching a science experiment, drawing a picture from a story they wrote, drawing movement in PE, writing music notes in music, etc.... They took the books everywhere and it was a wonderful tool to connect us all.

RuthByrne 05/19/2012 at 12:17pm
Lightarted, I love how you use the blanc books, we use them as a cross curricular journal every year that stays with the various specials teachers, each teacher keeps and uses them for a marking period. I don't get a lot of use out of them this way, maybe if the kids kept them I would!

I have the 3rd and 4th graders make simple sketch books out of folded 12x18 drawing paper with a construction paper cover. The kids use it to plan assignments with thumbnail sketches, answer exit questions, do guided drawings, and some even request to take it home to sketch in. Much like ImagiNation mentioned, using the journals for note taking (pics and words) has vastly improved the students' retention of and interest in the history and aesthetics of each project.

lhARTz 06/13/2012 at 03:55pm
I teach only 3rd, 4th, and 5th graders, but about 6 sections of each grade, so about 400 students. I don't have the budget to buy sketchbooks and the majority of families are low-income. But I want to utilize sketchbooks. Where do you get a large quantity of sketchbooks? Or do you have it on the students' supply list? If I were to have students MAKE them, what's the easiest, cheapest, yet fairly durable, way to do this?

cmbmorgan 08/07/2012 at 05:49am
I teach high school students and my challenge is, like many, for students to buy a sketchbook and bring it in! Though a majority of students do purchase a sketchbook a few of them don't and wind up asking for paper from their friends in the class. I decided this year (like last week!) that I would allow those who don't bring in a sketchbook to bring in a marble composition notebook to use as their sketchbook. It's small, sturdy and cheap and very available. It's paper they can draw on and if they do bum paper off of a friend (or me) for heavier use they can at least staple it in thier books. This might help with the random doodles and sketchbook assignments ALL over my room! We'll see how it works!

Craftybunn 08/12/2012 at 02:45pm
I teach High School as well. I require a sketchbook in all my classes.

In Art I they get a spiral bound, paper back skecthbook. They use it for all brainstorming, practice, skill building, planning, and note taking. If they can't afford one, I usually have a few slightly used ones left around from the year before that I offer. Also, our guidance office provides resources for needy students.

In Art II-IV they get a hardbound sketchbook. We call it their Visual Journal. It is worth 30% of their grade and they must complete 100 pages before the end of the school year (25 per quarter, 12 per progress report).

I tell them these are their everything books. I encourage them to take them everywhere, take notes in other classes, use it as a diary, use it as an inspiration board. There are no rules except I get to decide when a page is "complete".

I learned about visual journaling from the JournalFodderJunkies. I took a workshop witth them. They have a great website. Just google the name. I also have their book. I use their techniques to guide the students through the first few weeks and then they are on their own to get their pages done. We do have "Visual Journal Fridays" but the other days are devoted to their actual art projects. These are great also to keep a student busy when they finish early or if they just want to take a break from their project.

I have had several students come back from college and say they are still journaling and value them more than their yearbooks!

As far as cost goes. I used to send them to the local art supply stores but they would inevitably sell out the first week of school. So, my principal has agreed, the past couple of years, to purchase the books up front through the SAX catalog. Then I sell them to the students at or below cost. Forinstance, if the book costs 11.59, then I offer it for $11 or even $10 just to make it simpler for everyone. This also makes it more affordable for everyone.

I can't tell you how much these kids love their visual journals. It has actually boosted my program numbers! Students see the advanced art students with their cool art journals in their other classes and then I've got them hooked. I have kids that struggled through Art I to stick with it because they are so in love with the idea of getting to do a Visual Journal in the advanced classes.

Jenncook678 08/12/2012 at 06:06pm
I've always been a big believer in sketchbooks and their ability to enhance the creative thinking process. But I don't think I've done them right with my classes yet.

This year, I am allotting more time and marks for sketchbooks. The idea is to have the first 15 mins of each class set aside for sketchbook and journalling time. Not only will this ensure that students are using their sketchbooks on a more regular basis, but I'll also know that they're going to be more conscious about the decisions they make in their art projects and the thought process that goes into developing a a solid concept.

The benefits don't stop there. With that 15 minutes it helps me incorporate 1 on 1 conferencing with students. I've just been blessed with a beautiful computer for my room and I'm planning on digitizing their work to create virtual portfolios that can follow the student for the entire time they're with me (grade 8-12). I'll be able to talk about students ongoing progress, view/discuss their sketchbooks and talk about current projects.

I try to keep sketchbook assignments fairly open, but I find students are often intimidated by complete freedom. I find it helpful to have daily sketchbook page suggestions that relate to the ongoing assignments. For instance, if the assignment involves the use of one point perspective, I might ask students to practice making basic shapes in their sketchbook using a vanishing point. The suggestions are often slightly technical in nature to try and address difficulties I've noted in the classroom. Some are required practice, but most remain optional provided you are doing something else in your sketchbook.

MrsImpey 02/08/2013 at 07:25am
I'm thinking about doing sketchbooks in my elementary grades next year, primarily in 5th adn 6th grade, however after reading how some of you use them as note taking devices when learning about new information, I might incorperate them into 3rd and 4th grade too next year!

I plan on buying this 6"x9" book making kit from Blick: http://www.dickblick.com/products/bookmaking-class-packs/?clickTracking=true

3DpaintDigital 03/18/2013 at 03:20pm
In my high school classes I use the sketchbook as a weekly homework assignment that I require students to do 1 page for 1 hour, once a week. Each sketchbook assignment varies by the class and what we are currently working on skills wise. It includes researching art styles and doing compositional studies. Observational drawing is a regular one, with the skills of contour drawing and shading becoming separate focuses. Sometimes they are studies for assignments, planning out a composition for a painting or designing the front and side view of a sculpture.

The first project is making a cover for the sketchbook and having them color it in. The content for the cover is the students name, so that I can document and photograph student work for the purpose of grading. Inside is the homework sketchbooks and the notes that the students take.

MrsLee 10/05/2015 at 06:21am
Last year with my middle elementary classes I combined sketchbook work with book binding. We made book covers by using tie dye colors on watercolor paper. I folded and they bound 11x17 copy paper for the signatures. We did three units where we would do our study for the project and bound the signature in at the end. This was successful in developing the understanding of using a sketchbook, or signature of one, for developing a skill and plan.

paintpeace 01/25/2017 at 09:11pm
I teach high school, art 1. I Grade their sketchbooks at the end of a marking period. I found the regular sketchbooks to heavy to cart home and look at. Instead, I photocopy a 6 page (3 pieces of paper folded in half). The copy machine staples the corners. Each "page" has a drawing prompt on it, and a reflection question to answer. Someone donated a "booklet" stapler to my class (otherwise they cost about $20) and I showed the students how to staple in 5 1/2", on the binding. For the cover, they are to cut out part of a photo from a magazine, glue it on the cover, and extend it through drawing. I wrote the instructions on the cover (draw for 15 minutes from observation, once a week). Still getting too much scribble scrabble, but, they are drawing.