Teaching Philosophy

     My student centered teaching philosophy prioritizes mental growth through the development of an artistic mindset. But how exactly does an artist think? The Studio Habits of the Mind defines an artistic mind as one who understands the art world, can stretch and explore, reflect on their work, observe the world around them, develop their craft through engagement and persistence, envision their ideas and express them tangibly. My priority in the classroom is to create a safe space for students to experiment, make mistakes, reflect and try again. The art classroom is a fertile ground for students to grow in these mental dispositions, gaining powerful tools to help them navigate the larger world outside of school. I introduce my students to the broader artistic world by inspiring them with contemporary and historic artists or by making multidisciplinary connections. I engage their minds critically and collaboratively through games, conversation and reflection. I prioritize making my lessons accessible to all students, utilizing the Universal Design for Learning framework. Whether it’s through providing adaptive tools, arranging the room for safe access, or utilizing pictorial checklists for increased executive function, I always strive to meet students where they are at.

     It is important to me that my students practice creative decision making in the art classroom. When I asked my own children what their favorite art projects were, they responded that they most enjoyed the art lessons that gave them creative freedom. I have taken this to heart in my student teaching, making sure that my lessons, while teaching specific skills, leave plenty of room for creative decision making. As a result, I have found that my students come to class eager to start and personally invested throughout the project. As they develop and refine their ideas, I am there to encourage, challenge and support them in their growth as an artist and person. 

Diversity Statement

     Art naturally lends itself to diversity. I seek to bring diversity awareness to my classroom by introducing my students to artists from a broad spectrum of races, cultures, religions, sexual orientations and identities. As part of my practicum, I created a series of lessons focusing on artists with disabilities. In these lessons I strive not only to create a more welcoming classroom for my own students with disabilities but also to help all of my students grow in awareness and empathy. I work to create a welcoming and safe environment through respectful conversation amongst all my students, whether we are engaging in thoughtful conversation about diverse artists or in how they talk with and about each other. 

    My passion for disability inclusivity began when I was a special educational technician. This desire for equity carries into my art teaching practice. One of the most rewarding things for me in teaching is thinking outside the box to adapt my lessons so that they can be accessed by all of my students. No matter their ability, socioeconomic status, gender, orientation, ethnicity or otherwise, I want all my students to feel welcome and included, with the tools they need to succeed at school and in art. 

References

Sheridan, K. M., Veenema, S. A., Winner, E., & Hetland, L. (2022). Studio Thinking 3: The Real Benefits of Visual Arts Education. Teachers College Press.