my process:

   
I started with a sketch, and added on the skeleton of what I wanted to include in my educational lineage tree. I thought about making a cycle chart of plants growing, but I decided to include that in my final with the tree, and to crop the tree instead. I thought about adding illustrations to it, but decided to stick with the images, as I thought it looked already too complicated. I struggled wtih the layout, and think maybe I can go back to make it more clear. I included both of my ideas of a sprout growing and a tree, to make the stages of education more clear. I choose to go with the magnolia tree in my backyard, because I draw it alot in my art, and thought it would be fitting to include in my art education. 
    Elementary to highschool was very focused on tests, and the scores. While focusing on learning was the main focus and goal, the environment of grades, gpas, SATs, and college essays overshadowed that. Some teachers looked to awards to validate the quality of learning. Was honestly very stressful to focus the worth of learning by getting awards. In highschool, my art teacher was very uninvolved in student’s processes of learning, and it was basically a free hour and everything was up to outselves to explore. Added to the fact that it was not a very useful class in learning about things that are in standarized tests and not useful for applying to stem majors (I decided to pursure illustration in the middle of 11th grade), I didn’t take more art classes after my first. Much of the afterschool education I was in helped more in crtiques and the discussion of meaning and art processes. My highschool physics class was very much of a construcvism class. We would figure out physics theories through experimentation rather than learning straight from the textbook. Thus, we had a clear understanding of how theories worked, rather than just memorizing equations.
    My college education was overall very illustration heavy. College honors program was also alot of Kant, Marx, philosophy, postmodernism, art history. Like my english class from highschool, every class was very discussion based, and we were constantly in critiques. Lots of dialogue, essays, and analyzing meanings in art movements and individual pieces.