My classroom...

Teaching Philosophy

        Students are expected to leave school as the greatest versions of themselves – influential thinkers and upstanding citizens. Education is meant to expand your thinking, provide deeper insight and understanding of a subject, and allow you to explore things you are passionate about. It should equip you with the skills to navigate complex challenges, contribute meaningfully to society, and pursue lifelong learning.
        My lessons are scaffolded to help every student succeed while holding them accountable and achieving high standards. By breaking down complex concepts into smaller, manageable parts and providing targeted support at each stage, I ensure that all students can progressively grasp the material and build their skills. This approach allows me to address individual learning needs and adjust the level of assistance as students gain confidence and expertise. While lessons are tailored to individual student needs, students are required to meet high standards and show their grasp of the material, which encourages them to take responsibility for their own learning. In this way, I assume the role of a facilitator in their education, guiding them through their academic journey while promoting independence and self-confidence.
        My classroom is constructivist, meaning students play a pivotal role in shaping the curriculum. Each student actively participates in their education; they influence each lesson and explore topics they are interested in while learning art fundamentals. As an art teacher, I help guide the classroom culture so each student feels seen, heard, and acts as an integral part of the community. By incorporating student interests, students engage more deeply in each lesson, learning how to produce, analyze, and critique works of visual art in varying media. They also learn how art is seen and used in the broader community. When each student leaves the studio, they will know how to give their best effort, engage in active participation, take risks, engage and persist through mistakes, and respect the other members of their community.
        The role of the art teacher is to provide a safe space for students to engage in their creative side and explore topics in a visual or nontraditional way. Art is a vulnerable thing to produce, and it is essential that students feel safe to express their ideas. Art is sometimes frustrating, especially when learning new techniques or media. It is vital to build a strong, positive relationship with students so that they are willing to work through these challenges with me. I foster a space where students feel they belong by establishing routines and expectations early on, listening to student input, and trying to get to know each of my students. This affirming environment allows my students to develop a positive relationship with art – one where they feel like they can freely express themselves and are unrestricted by societal expectations. My students will know that art is fun and serious, offering avenues for leisurely and professional pursuits.
        My pedagogy is based on Big Ideas with influences from Teaching for Artistic Behavior (TAB). Big Ideas include topics like community, belonging, self, and storytelling. Asking essential questions to guide projects and material exploration, mixed with allowing choice in the art room, provides students with an opportunity for exploration and self-discovery. For the Big Idea of In/Visible, students may explore the essential question, “How does the invisible affect the visible and vice versa?” We also explore various media and techniques in physical and digital realms, from two-dimensional to three-dimensional. I use diverse historical and contemporary artists to inspire my students to create. Through comprehensive art education, students will leave my classroom well-equipped for academic success and the creative endeavors the greater world has to offer them.