Introduction

The present day can be stressful, for college students in particular. Political discourse, social unrest, and climate change are just a few of the many issues we face on top of the stressors of daily life. As leaders of the "Heartfelt Pages Scrapbooking" workshop, we were interested in the beneficial effect that participating in art can have on the overstressed modern-day person (Mitges). More specifically, we aimed to explore the art of scrapbooking–not solely as an outlet for stress–but for all emotions and feelings that may otherwise be bottled up. Throughout this workshop, students had the opportunity to learn techniques such as collage, lettering design, burning paper, and junk journaling. Enabled by their ever-expanding repertoire of skills, students experimented with a diverse array of scrapbooking styles and learned about the discipline's uses. 

History & Distinction

In preparation for our workshop, we learned that the scrapbooking discipline is deeply rooted in American history and can be identified throughout social movements and significant moments in time. We examined scrapbooking's’ presence through social movements and prominent historical periods, we read studies that used scrapbooking (and art in general) as a tool for healing from trauma or as a therapeutic method for anxious patients, and we found scrapbooking could be used as a method of community building or collective bonding. 

Much of our inspiration was pulled from scrapbooks made during the late 19th century and 20th century. Scrapbooking has been a method of advocacy for citizens through times like World War One, the Civil Rights Movement, and the Harlem Renaissance (Merish, Lori). During these times, advocates or average citizens found solace by reflecting on their experiences or documenting public events. Considering current events, we had hoped students could similarly find comfort by scrapbooking about present societal issues. This was particularly exemplified through our "depictions of hardship and calm" pages in the final project--we wanted students to be able to advocate and express their emotions or frustrations with something in their life, but then remind and comfort themselves with something that provides them relief. Aside from being a tool for social advocacy or change, scrapbooks have also historically served as documentation of the most humane moments of life. For example, the teen girls in the 1910s who preserved mementos and news headlines in their scrapbooks (Midkiff, Leslie). We challenged our students to similarly find beauty in the mundane--during our junk journaling week, students collected scraps from their week and used them to tell a story, however eventless their week might've been. Scrapbooks have also served as a hobby for eminent creatives like Mark Twain and Lewis Carroll (Library of Congress). Likewise, we encouraged our participants to simply have fun. No two scrapbooks are the same, and the differing interpretations and uses are what keeps the discipline interesting. 

In week three, we discussed these historical and cultural significances with our students, and also brainstormed all of the ways scrapbooking could be used in the present day. Though our workshop considered many of the preexisting uses of scrapbooking, it was innovative in that it allowed students to exercise the options that felt most exciting to them and their own identity. That week, our students made spreads based off a social justice issue of their choice--and many students chose to include these topics in their final projects.

Methods

Eliana, as an avid scrapbooker herself, had lots of knowledge of practical scrapbooking techniques and use of supplies in her repertoire already. Olive, a a fan of all forms of visual art, was also particularly fascinated with learning more of the sociocultural uses of scrapbooking--both historically and in the present day. 

When conducting research in preparation for this project, we first derived inspiration for techniques by delving through content on social media sites like Instagram, Tiktok, Pinterest, and YouTube. Once we had a general basis of ideas for what we could teach, we wanted to better understand the significance of the scrapbooking discipline. We turned largely to research studies and digital archives as we learned about scrapbooking's historical and social implications--as well as the discipline's correlation to mental health. We incorporated many findings from our research directly into our workshop--like when we taught it to students directly through our week 3 jigsaw, focused on individual uses of scrapbooking (like to preserve nostalgia & memories) on certain weeks, or learned how to treat students and review their work in a way that would allow them to feel safe and supported. Our research fueled every aspect of our workshop. 

Our weekly agendas always included a warm-up, activity time, and some sort of reflection or check for understanding--whether that be a gallery walk, a mentimeter poll, or a discussion board. Within this basic skeleton structure, we changed things up weekly to maintain routine while avoiding monotony. Our warm-ups were unique and different each week, and our reflection formats changed based on what we thought fit the day's activity best. Having been in the same workshop the previous year, we remembered how much we disliked being rushed through our activity time--so with our students, we consistently prioritized their work time and turned it into a period of active learning. We minimized lecture content, and instead tried to make the learning more hands-on and experiential through collaborative or individual warmup activities. 

While work time progressed each week, we made sure that it wasn't a time for students to zone out or become disengaged. We did this through several methods. First, we wanted to ensure everyone felt like they had a chance to be a contributing part of our community, so we used a collaborative Spotify playlist that students could add their favorite songs to. Though it seems simple, this playlist was effective in sparking conversation as students found similarities in taste, received compliments for their song recommendations, and discovered new music together. We played this playlist each week to give everyone the opportunity to feel listened to. This also prevented any awkward silence during work time, and students would begin conversing organically whenever we turned on the music. Another way we kept work time productive would be by walking around and conversing with students about their work as they were making it. There was also something to be said for simply sifting through our supply boxes and suggesting supplies or scraps to people who we thought would enjoy them. There were a plethora of ways we kept work time energy-filled and engaging for students. 

When creating our syllabus, we made sure to slowly add on new techniques and themes each week to ease our students into the workshop. Some of these techniques included layering, typography, sensory elements (scent and fire), and different types of layouts. Some of the themes included social justice, junk journaling, and media character day. After the first couple of weeks, students already had a variety of skills to pull from to create unique and cohesive spreads. 

Audience & Impact

Describe the audience of your workshop and the desired impact you sought to achieve.  In what manner did the workshop influence students’ creative growth as individuals and as a community?  Finally, describe the impact that completing your capstone project has had on you. What did you learn by completing this project? How have you grown as an artist and scholar?

Eliana: Our workshop was geared towards the average person who has a creative mind and can work with their hands. Our goal was to teach people who might not consider themselves “artistic” how art isn’t restricted to drawing, painting, and performing arts--and that as long as they have a will, anyone can create cool art. We made our workshop focused towards creating a safe and comforting space to relax, unwind and scrapbook for their mental health. Our workshop challenged them to be emotional and vulnerable in their art. Each week they were able to let loose and forget about whatever is going on outside of the present moment and focus on the art in front of them. This capstone project allowed me to reconnect with my love for scrapbooking and recognize how I can use it as a tool to remember my life. I learned a lot about being honest and staying true to yourselves from my students. They reminded me each week how important it is to stay in the present moment and helped create a space where I could also forget and unwind with them.

Olive: Our project was for everyone--it didn't matter to us whether or not our participants had scrapbooked before, as long as they were open to learn and willing to exercise their creativity. Going into the workshop, we didn't want to strictly define our ideal participants, we wanted to attract a diverse audience with all kinds of different identities, experience levels, and talents. I believe we were successful in this way: some of our participants had been scrapbooking their whole life and were excited to get to further practice their craft, and others hadn't ever tried it before and were eager to learn. By the end of the workshop, every participant created an intricate, thoughtful scrapbook that showcased their skills and was highly personal to themself. Besides teaching new information and techniques, this workshop's impact connected the group as a whole and challenged students to be comfortable in their vulnerability. In spite of all of the research, writing, and collaboration I've poured into this project--I truly feel like I learned most from the students. Every week, I was surprised by how unique and creative their work was. They used supplies in ways I hadn't considered, they incorporated fascinatingly bizarre scraps in their junk journals, they stretched the constraints and boundaries we'd set in impressive manners, and they interpreted our themes and made them their own. I loved seeing each person's artistic talents and passions shine through their work. For example--one film major student used cut up film in his journal, another student drew his own self-portrait in a cartoon style instead of using a printed photo to match his book's theme, and another student composed an original confessional poem and used it in her "about me" page of her final project. One student elected to hand-sew the spine of his scrapbook, and another attached charm beads to hers to add extra flair. Everyone's identities and perspectives were so evident through their creations, and that has made me really happy. I've been so inspired by each and every student, and it has made me love and value art in a way I haven't in several years.

References

Mitges, Lynn. "When Therapy Meets Art: Art therapy is gaining acceptance as a mainstream technique -- a way to de-stress, deal with loss or build self esteem: [Final Edition]." The Province, Jul 12, 1999, pp. B4. ProQuest, https://www.proquest.com/newspapers/when-therapy-meets-art-is-gaining-acceptance-as/docview/269209721/se-2.

Merish, Lori. "Writing with Scissors: American Scrapbooks from the Civil War to the Harlem Renaissance." Legacy, vol. 30, no. 2, 2013, pp. 401-404. ProQuest, https://www.proquest.com/scholarly-journals/writing-with-scissors-american-scrapbooks-civil/docview/1462498508/se-2.

Midkiff, Leslie D. "Breaching Flowery Borders: Early Twentieth Century Girls Scrapbooking Their Lives." Girlhood Studies, vol. 14, no. 3, 2021, pp. 124-139. ProQuest, https://www.proquest.com/scholarly-journals/breaching-flowery-borders/docview/2604817573/se-2, doi:https://doi.org/10.3167/ghs.2020.14.0320.

Carroll, Lewis. “Scrap-Book Belonging to the Rev. Charles Ludwig [Sic] Dodgson, M.A., Christ Church, Oxford, Better Known as ‘Lewis Carroll,’ the Author of ‘Alice’s Adventures in Wonderland,’ ‘Through the Looking-Glass,’ Etc.” The Library of Congress, 1872, www.loc.gov/item/2004695063/.

Walling-Wefelmeyer, R., et al. "Teaching for social change: introducing ‘scrapbooking’ as a pedagogic approach towards ending gender-based violence." Journal of Gender-Based Violence, vol. 7, no. 1, 2023, pp. 128-128–145. ProQuest, https://www.proquest.com/scholarly-journals/teaching-social-change-introducing-scrapbooking/docview/2772405915/se-2, doi:https://doi.org/10.1332/239868021X16661126604534.

Acknowledgements

Eliana: Thank you to my co-leader and friend Olive. I truly can’t imagine my time in Scholars without you and I can’t wait to do more with you in the future. Thank you to Sophia our TA for the consistent advice and leadership you gave this semester. You helped us become the best versions of ourselves and kept us on track all semester.  Thank you to also our lovely students. It was a pleasure teaching you all and I can't wait to see what you do for the rest of your time at UMD. Finally, thank you to Harold, Heather, and Irene for their support, encouragement, and making this all possible.

Olive: Thank you to Eliana, my friend and co-leader, for consistently being enthusiastic, creative, and receptive to feedback. I very much appreciate how well we were able to work together over the course of the year to make this workshop happen. Thank you Sophia for your constructive criticism, valuable advice, and cheerful and supportive attitude. Thank you to Ren and all other previous workshop leaders for the inspiration and guidance provided by your existing content and sites. Thank you to Arts Scholars Faculty for your diligent care and encouragement to make our workshop as successful as possible. Lastly, thank you so much to all of the students--without your participation, creativity, and excitement, we would not have been able to create such a fun and welcoming community. I wish you all luck in your future college endeavors!