Midterm

Personal Teaching Philosophy

I decided to pursue my credentials in art education because of the impact that creating art with others has had on the lives of the people I love around me. I place emphasis on the cathartic nature of creating and the idea that art is for everyone. At home my sister had always begged and asked for me to teach her how to draw, so I did. At school, my friends would encourage and support my art, becoming inspired to pick up drawing themselves. Through drawing and painting my sister discovered she loves theater, and my friends have found a pastime to enjoy and clear their minds with. I understand the passion that goes into the artistic process inspires alternative ways of thinking in other areas of our lives- therefore I want to support the creative development starting early in childhood. 

I’m currently interning with Pulse Arts, a non-profit organization bringing creative learning opportunities to K-12 schools. In my limited experience learning to teach art, I’ve found the most crucial areas of concern to be socio-economic barriers and access to materials, and the breakdown of preconceptions of art as an elitist activity, unimportant if it cannot make money. Despite only working on-site at the middle school for only a few weeks, I got a sense of a limiting bias among the students about what is within their future reach- art is not considered an option for career opportunities or fulfillment. Many students were excited about cartoons, anime, using color and bold lines to mimic graphic styles, but many don’t have access to art supplies beyond pencil and paper. Their families are often too occupied funding the basic necessities of their lives to provide supplementary support to their children’s interests in the forms of after-school clubs, private tutors, activities, social groups, etc. I believe that the present hierarchy of power and wealth running our capitalist society is severely limiting the potential of millions of young bright minds. 

In my time formulating my personal teaching philosophy I’ve found bell hooks’ criticism of current culture and education system to align most with my values and goals for students. Hooks studied popular culture in order to understand and analyze the different images and biases that are being implemented in the world around us, relating what it has to do with our personal lives. Hooks had a theory of “columbus legacy”, which is the idea of perpetuating whiteness as supremacy and only showing the perspective of one group, neglecting the experiences and perspective of another group, often marginalized already from society’s popular culture and opportunities (Hooks). In education we see this especially with what is implemented in the curriculum, what is taught as important, what is neglected. Traditional education is rigid and restrictive, placing an emphasis on results and compacted information that means nothing in the personal lives of the students and the problems they face. Hooks believed the teacher’s role in education should shift to include active participation for both teacher and learner by redistributing power. In the traditional classroom the teacher is the keeper and “giver” of knowledge, with the student being a passive absorber. Hooks advocated for “transformative education”, and redefining the structures used in place for education. In a fellow educator and author’s book about hooks’ engaged pedagogy, Namulundah Florence outlines the aspects of change in a transformative environment- “conceptualization of knowledge, linking theory and practice”, personal empowerment for students, celebrating multiple cultures, and passion for learning (Florence). Creating an environment where the teacher invites new ways of problem solving and thinking makes students engaged in learning. Students self-actualize, and connect dots between educational material and personal concerns when given the tools of empowerment. bell hooks’ understood the importance of addressing the different facets of needs in students (emotional, mental, physical) creating a more holistic approach to education. The bond between teacher and learner is stronger when there is open dialogue between the two. 

In my role as Teaching Artist I strive to create an open and safe environment for students to explore their creative pursuits and identity as an individual. My lessons are designed with the intent of developing students’ critical consciousness, giving them subjects they can be interested in long term. The objective is to expose the students to as many possible experiences through exploration, research, demonstrations, etc. Giving students access to materials they’ve never used, artists they’ve never heard of or been taught about, opens up thinking pathways about their future and what they may want to pursue after mandatory education. My lessons include verbal self-reflection and independent study after instructions are given. By encouraging independent thinking I am encouraging responsibility and empathy to naturally foster, as the education students receive relates directly to their practice, making it extremely personal and important to the students. Students who work independently while keeping an open heart and dialogue creates natural collaboration and curiosity about one another. Students can expand their social network in a non-disruptive way and learn how to work with each other’s emotions and needs. Addressing students' needs beyond intellectual pursuit is crucial to creating well-rounded students, who are confident communicators and connect with their peers and local community to spark change.