TEACHING PHILOSOPHY

As educators, it is an honor to support students to recognize and utilize their potential. We act as facilitators to prepare students to live authentically. Art education can offer a unique perspective. We often highlight alternative strengths while validating students’ abilities. Through experiences in the classroom, students will develop skills that transcend into their everyday lives. Art is a universal language which translates into visual literacy. Visual arts experiences can provide a refreshing outlook into how art surrounds every aspect of our daily lives.

 

Effective teaching begins with rapport. My role as an educator is to foster a physical and emotional classroom environment that considers the needs of students from diverse backgrounds. I prioritize the wellbeing of each and every student. My approach towards teaching has been influenced by my favorite teachers whose top quality is empathy. This translates into a genuine interest in my students' lives inside and outside of the classroom. Building relationships goes hand in hand with classroom management. My goal is to establish mutual respect by setting high expectations for my students and myself. I incorporate simple yet effective best practices into my daily routine including proximity, authentic feedback, and community involvement.

 

In order to prepare curricula, I design assignments that offer open-ended avenues for students to express themselves while building a repertoire of skills. To meet my goal of exposing students to a variety of materials and methods, I develop projects that showcase a plethora of objectives. The aim is to expose students to juxtaposing prompts, approaches, thought processes, and directions. I intend to help students improve technical ability but also instill skills such as flexibility, resilience, and critical thinking. Learning takes many forms and often starts with “I can...” statements. My instructional delivery corresponds with flexible grouping. It is my objective to engage students through meaningful delivery that best accommodates a wide audience. For each lesson, I prepare various alternative options of instructional delivery. This includes in-person demonstrations, pre-recorded video instruction, in-depth and abbreviated handouts, online resources, pre-assessments, and physical and digital access to all material. In my classroom, I advocate for the use of technology to motivate productivity, flexibility, and problem-solving. I assess my teaching practices through a variety of methods including group critiques, self-assessments, and I consider alternative options. I incorporate art history organically into my curriculum. This takes the form of traditional introductions as well as open-ended assignments with focused guidelines on incorporating art movements, artwork, and artists. I encourage activities where students can navigate and explore a diverse array of art and culture of one’s own volition.

 

As an art teacher, I am an artist and an educator. It is a privilege to be surrounded by creative potential. I am heavily inspired by the natural curiosity of my students. In my classroom, effective learning looks like a growth mindset, interdisciplinary comprehension, and an understanding of foundational skills. One statement that resonates with me is “a great teacher thinks like a kid but acts like an adult.” When students leave my classroom, I want them to be able to recognize and appreciate their abilities. I am fortunate to be a pillar of support towards our student’s success.