Teaching Philosophy
Art is a visual language. It is all around us, whether or not we may know how to speak that language. Because of how inundated our culture is in this language, I believe that it is important for students to learn to “speak” it. To that end, art education is about students expanding their perspectives and ideas, challenging them both in skill and conceptions, and preparing them for their lives, and how art may be a part of them.
Because art has the ability to communicate, express, interact, discover, and view our world, it is an important tool for students to have, and to understand. I believe that is possible in all circumstances, despite resources, space, and other obstacles. After all, art is not confined to painting or drawing; in its form of visual language, it permeates our lives, through nature, media, and imagination.
In my experience, students learn best by constructing their own knowledge. When they are able to experience something, rather than just hearing about it, or reading about it, it sticks with them. Particularly if that experience is something that they find relevant to their own lives. Teaching art, or any subject, is not merely feeding students facts; it is giving students tools to use in their lives.
My personal goals for teaching art are linked with that idea of relevance. Whether art is directly relevant to students as a way to communicate their feelings, or as a way to explore ideas, or simply to enjoy fun, I want students to come away with more than they arrived in my classroom. I want them to walk away with a language, and a new perspective and understanding of their world.
To reach that goal, I believe it is important for students to be involved in their own learning. Students who are intrigued, engaged, and want to learn what you are offering are far more likely to work hard and succeed. So finding ways to catch students attention and interest is key. I think that finding new ways, or simply different ways of presenting ideas to students is one way to do that. Creating situations where student learning is self directed engages students with their own learning. I also believe that it is essential to meet students where they are. It is impossible to teach on a basis that is not there; whether that is knowledge or something else. However, students always have the potential to grow, and that is on what we as teachers need to focus. It may not be at the same speed or level for all students, but any growth is a success, whether it is learning your colors, learning how to use scissors, simply finishing a project, or remaining on task for a class period.
The most important aspects of my teaching are not the knowledge and skills that I would impart to my students; instead, the most important aspect of my teaching is inspiring students to want to learn, to consider ideas, ways to think, and continue to grow outside of my classroom. I want my students to be able to take the tools they learn in the art room, whether for art, life, or in many cases, both, with them when they leave.
Because art has the ability to communicate, express, interact, discover, and view our world, it is an important tool for students to have, and to understand. I believe that is possible in all circumstances, despite resources, space, and other obstacles. After all, art is not confined to painting or drawing; in its form of visual language, it permeates our lives, through nature, media, and imagination.
In my experience, students learn best by constructing their own knowledge. When they are able to experience something, rather than just hearing about it, or reading about it, it sticks with them. Particularly if that experience is something that they find relevant to their own lives. Teaching art, or any subject, is not merely feeding students facts; it is giving students tools to use in their lives.
My personal goals for teaching art are linked with that idea of relevance. Whether art is directly relevant to students as a way to communicate their feelings, or as a way to explore ideas, or simply to enjoy fun, I want students to come away with more than they arrived in my classroom. I want them to walk away with a language, and a new perspective and understanding of their world.
To reach that goal, I believe it is important for students to be involved in their own learning. Students who are intrigued, engaged, and want to learn what you are offering are far more likely to work hard and succeed. So finding ways to catch students attention and interest is key. I think that finding new ways, or simply different ways of presenting ideas to students is one way to do that. Creating situations where student learning is self directed engages students with their own learning. I also believe that it is essential to meet students where they are. It is impossible to teach on a basis that is not there; whether that is knowledge or something else. However, students always have the potential to grow, and that is on what we as teachers need to focus. It may not be at the same speed or level for all students, but any growth is a success, whether it is learning your colors, learning how to use scissors, simply finishing a project, or remaining on task for a class period.
The most important aspects of my teaching are not the knowledge and skills that I would impart to my students; instead, the most important aspect of my teaching is inspiring students to want to learn, to consider ideas, ways to think, and continue to grow outside of my classroom. I want my students to be able to take the tools they learn in the art room, whether for art, life, or in many cases, both, with them when they leave.