EXPLORING THE TRANSFORMATIVE POWER OF VISUAL ART: A PRACTITIONER-RESEARCHER'S JOURNEY TOWARDS SELF-REFLECTION

Abstract

This paper explores how visual art can be utilised as a tool for reflection in the transformative learning process of the practitioner-researcher in chemistry education. It aims to explore the use of visual art as a means of self-reflection and self-transformation by the practitioner-researcher. The goal of this study was to explore the potential use of visual art as a complementary tool for facilitating personal growth and transformation, with a focus on a practitioner-researcher’s self-reflection and self-transformation in the context of chemistry education. The researcher used imaginative teaching practices in chemistry as a means of driving self-transformative learning. The study was guided by critical social theory, interpretivism, and a living theory approach within an action research methodology. As part of the reflective process, the researcher made use of pen and ink sketching as a means of self-reflection in her reflective visual diary. By conceptualising emotions and feelings in the form of detailed pen and ink artwork, the researcher was able to express, and visually represent thoughts and emotions in a more tangible and meaningful way. The process of sketching allowed the researcher to explore her inner world and to externalise inner dialogue in a way that traditional writing or verbal expression may not have allowed. Through this process, the researcher was able to better understand her own emotions and thought patterns, and in doing so, was able to drive her self-transformation. The detailed artwork in the reflective visual diary served as a visual reminder of the researcher’s growth and transformation throughout the study, providing a tangible representation of progress and a source of motivation to continue the journey towards self-improvement. Data was collected through two main action cycles, with sub-cycles addressing imaginative teaching, transformative learning, and personal reflection. The study highlights the potential of visual art as a complementary tool for facilitating personal growth and transformation, specifically in terms of the transformative learning theory as proposed by Jack Mezirow.