In this article, Chelsea Odden describes a unit she designed for her advanced drawing course that integrated reflection strategies at various points, creating opportunities for students to reflect on their artmaking more often and in different ways (Hetland, Winner, Veenema, & Sheridan, 2013). Designing the unit with several different reflection strategies embedded throughout allowed for a gradual low-stakes to high-stakes level of risk-taking, to help increase the students' awareness of identity, build confidence in engaging in dialogue, and create a classroom space where students felt comfortable sharing their views on social issues. She defined "low-stakes risk-taking" as engagement with activities such as personal reflection that is not shared with others, in contrast to "high-stakes risk-taking," which challenges students to extend their self-reflection to broader topics such as social issues, and share those personal views with others in the form of written, verbal, or visual content. The unit provided students with the opportunity to reflect first by themselves, next in small groups, and finally in a large group.