This presentation describes the evolution of one graduate teaching assistant's approach to supporting student writing in the theatre classroom and suggests strategies for improving the quality of student responses in artist's journals. Artist's journals provide another rehearsal space in the theatre classroom, allowing students to plan, reflect, and create in a manner that supports their development as actors and prepares them to participate in collaboration and discussion. When students receive guidance through strategic instruction, practice, and self-evaluation based on Lorin Anderson's Revised Bloom's Taxonomy, artist's journals can also encourage critical thinking, turning low-stakes writing assignments into high-value learning opportunities. This poster session is relevant to those seeking a structured method for improving the quality of low-stakes writing in their own classrooms.
