I believe that art education is a necessary subject that provides students with tools for social-emotional learning, creative and critical thinking, and collaboration – all of which are skills that prepare them for life beyond the school system. Art offers students the space to explore identities, express their ideas, and discuss their experiences. My role as the educator is to facilitate learning by crafting a safe and inclusive environment that allows students to access and develop these tools through equitable means. In my practice, I make a point to provide differentiated instruction for each student and learn from them throughout the process to better reflect on my own personal and professional development.

At the core of my teaching philosophy is the confidence that every student is an artist. The children who enter my classroom have diverse identities, backgrounds, abilities, and learning styles. It is my job to set them up for success through individualized scaffolding and support by providing students with flexible choice-based projects that encourage unique approaches, experimentation, and creative discoveries. I am mindful of the students in my room whose strengths may not align with traditional academic expectations – including gifted and neurodivergent learners – and work to support these students and their learning goals by giving them equitable challenges and opportunities so that they can reach their creative potential. 

Process-based making and learning is highlighted in my art room through my curriculum and classroom expectations. It is important that the students and I collaboratively create an environment that values curiosity and reflection. In order to implement this in assessments, I base them on the eight Studio Habits of Mind which allows grading to be more focused on process, reflective thinking, and creative growth rather than product and technical skills. Being able to discuss their work with their peers and myself is an important part of the assessment process and involves the use and understanding of art vocabulary, which is developed over time. Similarly, reflecting on their own work through writing – or verbally if the student struggles with literacy – allows them to rethink their process and evaluate areas of growth and areas of improvement.

My content involves the integration of art-history, contemporary artists and movements, and content that is culturally responsive to connect students' experiences to a wide range of artistic and social contexts – ultimately strengthening their learning by transferring knowledge across multiple subjects. By showcasing a variety of cultures, socio-economic backgrounds, and identities, students are able to see themselves in broader artistic contexts which promotes their creative confidence. 

I also strive to build strong and respectful relationships with students. This is an essential step for my teaching practice – having clear expectations, honest communication, and consistent support helps to establish a learning environment built upon mutual respect. Simultaneously, crafting these relationships also supports students in their artistic expression, allowing them to feel safe in the classroom so that they can discuss their experiences and identities with their peers and myself. To strengthen student relationships, I encourage feedback on my lessons and teaching, just as students expect feedback from me on their art-making. It is an ongoing dialogue that promotes communication and critical thinking skills, and provides me as the educator with an understanding of how to improve for the future. It is necessary for students to feel heard and seen in the classroom. When students are given the agency to change an assignment to fit their personal preferences – for example: a student is asked to complete a collage project about cultural foods but they are very interested in fashion, so they choose a piece of religious clothing to collage instead. This is a far more interesting project for said student, and as long as they are meeting the requirements for materials and the content is similar there is no harm in the child choosing what to make – it promotes motivation to complete the project and also requires them to use their problem solving and creative thinking skills to find solutions. 

When thinking about myself as an educator who sees an artist in every student, it is vital that I think about each child as an individual that requires specific needs and challenges for their development in and out of the classroom. In order to support students, I focus on providing them with clear expectations and communication to work with the student on their learning instead of telling them how they should learn. And – through art education – I can provide students with not only artistic skills, but also the ability to grow as unique individuals who are confident in their creativity, empathy, and agency in order to develop their communities for the better.

The very heart of art making is built upon diversity and individuality, and creativity thrives where varying perspectives, cultures, religions, races, and sexualities are celebrated and valued. It is of the utmost importance to me that each student feels seen, heard, and empowered – through both their voice and their art. To achieve this I aim to cultivate an environment that encourages collaboration, mutual respect, and community. By giving students a platform through their artwork, they are invited to share their lived experiences, express their identities, and learn from one another. 

My lesson plans are intentionally designed to encourage students to draw upon their own experiences and cultures while exploring a wide range of artistic traditions and contemporary practices from around the world. This ensures that students encounter not only other perspectives, but also see their own reflected in my classroom. I prioritize accessibility and equity by providing students with differentiated instruction, accommodations, and modifications, setting all students up for success in their creative endeavors, regardless of their background or ability. 

I recognize that there is always more to learn about how to best support the wonderful and dynamic students who enter my classroom. Continuously reflecting on and expanding my professional and personal understanding of diversity, equity, and inclusion is central to my practice as an educator committed to seeing and valuing every student. With this in mind, my goal is to create a classroom where every student can develop confidence in their artistic voice, while gaining an appreciation for the diversity that shapes our communities and informs