Curriculum, Methods, and Teaching Practice

The information included below provides brief description of my teaching curriculum and practices. Much thought and consideration goes into well-crafted lesson plans that reflect state standards and a variety of frameworks. In consideration of my general classroom practice, I look to Charlotte Danielson's Framework as a guide and check for continual development. I also explore with students a variety of frameworks tailored specifically for the visual-arts classroom. Drawing influences from diverse visual-arts frameworks allows students to engage in a variety of working processes and approach art making on a metacognitive level (students "thinking about their thinking"). Students may address their Eight Studio Habits of Mind and discuss these common characteristics of studio-art practice during relevant lessons, then address other important frameworks like Design Thinking as we consider the importance of creativity and problem solving both inside and outside of the visual arts classroom.

As a secondary-level educator I have observed that children can distinctly recall and describe their art making practices during earlier stages of education. These experiences look different for students depending on a variety of circumstances. Some students may come from more Discipline-Based Arts Education programs while others have practiced art making within the TAB (Teaching for Artistic Behaviors) framework or other studio-focused structures. These previous classroom experiences, along with other factors, are important to consider because my pedagogical style may change depending on student experiences and classroom dynamics. This has allowed me to be more responsive and adaptable, but has given stronger insights on the relationships that occur amongst these common frameworks.

Grade-Level Unit and Lesson Examples