Art education is an ever-evolving journey, and as an art teacher who began her career later in life, I bring the richness of two decades of professional experience in photography and art history to the classroom. My work as a wedding photographer and my tenure at The Art Institute of Chicago have allowed me to deepen my passion for art, hone my skills, and celebrate creativity in diverse forms. These experiences form the foundation of my teaching philosophy, which centers on creating a safe, inclusive environment where students feel empowered to explore self-expression, embrace experimentation, and develop critical thinking skills. I firmly believe in the transformative, healing, and inspiring power of art, and I see my role as an educator as one of guidance and encouragement, helping students navigate their personal artistic journeys with respect and support.

Creating a safe space for self-expression is at the heart of my teaching practice. Art is deeply personal, and students must feel comfortable sharing their thoughts, emotions, and unique perspectives through their work. In my classroom, I prioritize empathy and openness, ensuring that every student feels seen and valued. Whether through abstract paintings or detailed sketches, I encourage students to use art as a medium for their voices and identities, fostering confidence and authenticity in their creative journeys. When students feel safe and valued in the classroom, they are more willing to take creative risks and engage in genuine self-expression. A supportive environment fosters confidence, allowing students to explore new ideas without fear of judgment or failure. This sense of security is essential for experimentation, as it encourages students to step out of their comfort zones, embrace challenges, and discover their unique artistic voices.

I firmly believe in prioritizing the process over the product in art education. Guided by the Teaching for Artistic Behavior (TAB) philosophy, I empower students to take charge of their artistic journeys by making decisions about their projects, tools, and techniques (Douglas & Jaquith, 2018). This choice-based approach, integrated with a structured framework, encourages students to focus on exploration and growth, emphasizing experimentation over perfection or final outcomes. Intentional boundaries form the foundation of this approach (Walker, 2001). By equipping students with a solid understanding of aesthetics and techniques, I create a structured environment that fosters creativity. This framework provides a secure and organized space for exploration, helping students build technical confidence and grasp essential artistic principles. Once these foundations are in place, I inspire students to take risks, challenge conventions, and experiment with mixed media to uncover new creative possibilities. I do this by creating projects that are open-ended, thought-provoking and allow the student to solve problems through their art. Through this balance of structure and freedom, students learn that creativity flourishes within thoughtfully defined boundaries.

Beyond creating, I emphasize the importance of critical thinking in art education. Art is not only about making but also about understanding. I challenge my students to analyze and interpret the works of others and their own, encouraging them to ask questions, consider different perspectives, and develop thoughtful critiques. This analytical approach helps them appreciate the broader context of art and equips them with skills that extend beyond the classroom. By incorporating the principles of Visual Culture Art Education (VCAE), I encourage students to explore how art interacts with society, media, and culture, deepening their understanding of art's role in shaping and reflecting the world around them (Duncum, 2018).

As a lifelong learner, I am committed to evolving alongside my students. I value a student-centered approach, where their interests, questions, and ideas guide our projects and discussions. Art is ever-changing, and I strive to model curiosity and adaptability, showing students that learning is a continuous process. My goal is to inspire them not just to create but to think deeply, explore boldly, and express authentically in their artistic pursuits and beyond.

Resources

Douglas, K. & Jaquith, D. (2018). Engaging learners through artmaking: Choice-based art education in the classroom (TAB) (2nd edition). Teachers College Press.

Duncum, P. (2002). Visual culture art education: Why, what, and how. International Journal of

Art & Design Education, 21(1), 12-23.

Walker, S. (2001). Teaching meaning in artmaking. Davis.