Teaching Philosophy

As an arts educator, my foundation for my teaching philosophy is to foster spaces for creative learners. Especially working with K12 students, my focus turns toward teaching them how to see the world through an artist's lense, rather than teaching them how to be the most skilled technical artist in the room. My main goal is for my students to feel comfortable identifying themselves as artists and understand the true meaning of what that encompasses. Operating with the understanding that the definition of an artist, in its simplest form, is someone who creates. An artist is someone who is curious about themselves and the world around them. I lead my art classroom with the working definition of art as anything that leaves an impression on the artist or audience. My core values as an arts educator are wellbeing, collaboration, curiosity, constructivism, community.

 

I value wellbeing and ensuring that we all strive to feel good in our bodies, feel confident in our learning, and possess the  processes to maintain balance and wellness. I will be flexible and agile in consideration of my students’  physical, mental, emotional wellness. To do that I employ structures and processes that allow students space to check in with themselves and make the best choice for their physical, mental, emotional, and social growth.

 

I value collaboration. Specifically in creating  learning environments that cultivate the inherent vulnerability and excitement that comes with creation. I aim to curate an art classroom that is student centered and teacher guided, my students understand that I am learning and growing alongside them. We are partners in learning, as we co-design and co-construct, and as we collaborate and communicate. 

 

I value curiosity. To better understand what students are curious about, they need self reflective practices. We will engage in conversations and artmaking that allow students to explore these curiosities. Art should be used to better our sense of self and how we experience the world around us.

 

I value constructivism and the belief that each student that enters our classroom is already equipped with rich history, experience, narrative and understanding. I aim to lean into this prior knowledge and that together, we can leverage this to create new understanding. Students do not enter our classrooms as empty vessels ready to be filled up with the content of our curriculum. We make connections and co-construct. Each student has something to contribute to the conversation, community or culture based on their own experiences in the world.

 

I value building a community of learning that allows students to take risks, try new things, resulting in more ownership and agency over their learning. I value getting to know students and in turn, having them get to know me. I emphasize structures and dialogue for students to make connections with each other. By inviting safety into the space, we aim to create an environment where everyone feels supported, students can feel comfortable brainstorming, asking questions and making personal artwork. 

 

In my teaching practice, I highlight the process of making over the final product. I find more value in the skills we develop and grow through creating. I revolve my curriculum around SEL components: self awareness, self management, social awareness, relationship skills and responsible decision making. Creating lessons that highlight these components, our creative process will develop creative problem solving, communication and language skills, critical thinking and leadership skills. With my highest classroom values being wellbeing, collaboration, curiosity, constructivism, and community I believe I am able to foster spaces for creative learners.