Teaching

Teaching Philosophy:
Art has been a part of my identity for as long as I can remember. Now, as I move into the role of an educator, my passion has shifted from creating art myself to helping young learners discover their creative voices. I believe the goal of an elementary art teacher is not just to teach technique or produce pretty projects, it’s to inspire a lifelong appreciation for creativity, to provide space for choice and expression, and to support students as they grow into confident artists and individuals. 

This semester, my experiences in both seminar and field placements have reaffirmed my core beliefs while adding depth to my understanding of what teaching truly looks like. Student choice is still essential in the art room. The TAB (Teaching for Artistic Behavior) model resonates deeply with me because it values autonomy, encourages decision-making, and nurtures creativity. Within a structured choice-based framework, even our youngest learners can explore their interests, develop independence, and build a sense of pride in their work. However, I’ve learned that teaching is more than just presenting options; it’s knowing when to guide, when to step back, and when to adapt a plan to fit the moment. Some days, a student may be disengaged, distracted, or simply not ready to create. And that’s okay. I’ve learned that forcing engagement doesn’t always lead to better outcomes; sometimes the best thing a teacher can do is offer patience and come back to the lesson another day.

Behavior is another area where my perspective has grown. If a student isn’t regulated or emotionally ready to learn, they can’t engage meaningfully with the content. Managing behavior isn’t just about discipline, it’s about understanding each student and creating a classroom environment built on trust and structure. Clear expectations, consistent routines, and mutual respect are all necessary for students to feel safe enough to take risks in their art-making. I’ve also come to understand the importance of choosing my battles. There’s only so much of me to go around, and sometimes it’s more effective to pause, reflect, and address challenges with fresh eyes later on, rather than pushing through conflict in the moment.

I continue to believe in balancing exploration with foundational learning. While choice is essential, I also value teaching traditional skills, vocabulary, and art history to give students a broader context for their work. I've seen firsthand how learning new terms or techniques can empower students and deepen their engagement, especially when that content is made relevant to their world. As aligned with Wisconsin Teacher Standard #2, I strive to make lessons meaningful by connecting them to students’ lives, interests, and cultural context, while adapting instruction to ensure all learners can succeed.

 Additionally, I’ve seen how essential it is to teach the language of art. Students can only fully express themselves when they have the vocabulary to articulate their thoughts. I aim to strengthen my approach to teaching vocabulary in engaging, accessible ways, through visuals, movement, and repetition, to ensure deeper comprehension. This aligns with Wisconsin Teacher Standard #4, as I continue to develop my knowledge of effective instructional strategies that enhance students’ understanding and application of key art concepts.

 At the heart of my teaching is the belief that students deserve a space where their voices are heard, their ideas matter, and their creativity is celebrated. My classroom values are built on respect, trust, and exploration. We respect each other, the materials, and the creative process. We trust ourselves and one another to make bold choices, and we explore not just what art is, but what it can be. My ultimate goal is to create a classroom where students feel safe to express themselves, excited to create, and proud of the work they produce, no matter their skill level.

Summer Camp:
In the summer of 2024, I was offered the position at a summer camp I'd worked at as a lifeguard/counselor in 2023 to run and lead their Arts and Crafts program. This experience offered insight into building a budget for a classroom, lesson planning for a diverse group of kids(ages 4-15), and strengthened my confidence teaching art. Summer camp offers a unique challenge of working with the weather, which can mean changing a lesson plan in 5 minutes because its raining and you planned a project with paper. I did not have an indoor space for students, which meant I needed to adapt on a moment's notice. Being outside for 8 hours a day also meant that the groups I was working with were often physically and mentally exhausted, which brought challenges with creating engagement for my campers. Overall, leading Arts and Crafts taught me how to engage students, adapt quickly, and plan age-appropriate lessons for all ages. 

Elementary School Field Placement: 

I was at two different schools during my field placement. Between these two schools, I visited K5-5th-grade students and worked with them on a variety of projects. I was able to teach 2 lessons, one for 1st/2nd grade doing a paper craft, and another art history lesson to 4th grade about Ojibwe basket weaving. Overall, I learned how valuable making a connection to your students is. If they don't trust you, they aren't engaged with you. Along with that, I learned how important behavior is. Behavior needs to be tackled, and expectations need to be set before beginning any important content, as students cannot learn if the classroom is out of control. 

Secondary School/Adaptive Arts Field Placement:

During my field placement at Frank Lloyd Wright Intermediate, I completed both my adaptive art and secondary art education experiences. Working with students grades 6th-8th taught me that while they can be more challenging to connect with at first, they still seek meaningful relationships and guidance. I learned that showing consistency, respect, and genuine care helps build trust in the art classroom. Ultimately, this placement strengthened my belief that every student is receptive when they feel seen, valued, and supported.