TEACHING PHILOSOPHY
“Great things are done by a series of small things brought together.” - Vincent Van Gogh
An education in the arts is multi-dimensional. It stimulates and enhances creative and critical thinking, facilitates interdisciplinary learning, and allows for an exploration of the world that extends beyond the art room. I believe whole-heartedly in the many facets of art education that are brought together to make it a meaningful, comprehensive part of a student’s life; and in doing so, create a supportive environment that will stimulate long-term learning and growth.
Through innovative practices, art has the ability to instill in students an opportunity to think creatively and critically, and encourages thoughtful decision-making and planning. I have an established background in a range of artistic practices – printmaking, painting, drawing, and sculpture – and use this knowledge to create structured artmaking activities that allow for independent exploration. My curriculum focuses on open-ended artmaking, meaning that students are given a set of rules to work within, but are allowed to make their own artistic choices when executing their final work. This approach allows for personal and creative growth, as well as the development of critical decision-making skills. Students are left with the ability to make intellectual and artistic decisions that will assist in learning both within and outside the confinements of the art room.
Art has the ability to incorporate knowledge and skills from other academic subjects. For example, a lesson on Georgia O’Keefe not only examines one of the most exemplary oil painters of the 20th century, but also can make an interdisciplinary relationship to biology by exploring the artist’s recurring subject of flowers. This is one of many ways in which an art curriculum can make critical associations with other learning experiences. In each of my lessons, I make a strong effort to not only make connections to artists but to other academic subjects. Incorporating the importance of an interdisciplinary art education into my practice results in a stronger learning experience for the students in both of the addressed content areas.
One of the most incredible aspects of art and art education is the ability it has to instill a meaningful experience that will be transcended over time. Whether in the elementary or secondary setting, each student will experience thought-provoking lessons centered on “big ideas”; including identity, narrative, culture, community, and collaboration. Each of these big ideas address not only important artmaking concepts but create enduring understandings over time. Art serves as a catalyst for alternative ways of thinking and allows students to understand the importance of their role in a society.
Art education is complex. It is creative, thought-provoking, interdisciplinary, and applicable to occurrences in daily life. It must be understood that a meaningful, comprehensive art education is one that is created by a series of smaller ideas. When brought together, students are left with an understanding of their ability to accomplish great things – both within and beyond the classroom.
An education in the arts is multi-dimensional. It stimulates and enhances creative and critical thinking, facilitates interdisciplinary learning, and allows for an exploration of the world that extends beyond the art room. I believe whole-heartedly in the many facets of art education that are brought together to make it a meaningful, comprehensive part of a student’s life; and in doing so, create a supportive environment that will stimulate long-term learning and growth.
Through innovative practices, art has the ability to instill in students an opportunity to think creatively and critically, and encourages thoughtful decision-making and planning. I have an established background in a range of artistic practices – printmaking, painting, drawing, and sculpture – and use this knowledge to create structured artmaking activities that allow for independent exploration. My curriculum focuses on open-ended artmaking, meaning that students are given a set of rules to work within, but are allowed to make their own artistic choices when executing their final work. This approach allows for personal and creative growth, as well as the development of critical decision-making skills. Students are left with the ability to make intellectual and artistic decisions that will assist in learning both within and outside the confinements of the art room.
Art has the ability to incorporate knowledge and skills from other academic subjects. For example, a lesson on Georgia O’Keefe not only examines one of the most exemplary oil painters of the 20th century, but also can make an interdisciplinary relationship to biology by exploring the artist’s recurring subject of flowers. This is one of many ways in which an art curriculum can make critical associations with other learning experiences. In each of my lessons, I make a strong effort to not only make connections to artists but to other academic subjects. Incorporating the importance of an interdisciplinary art education into my practice results in a stronger learning experience for the students in both of the addressed content areas.
One of the most incredible aspects of art and art education is the ability it has to instill a meaningful experience that will be transcended over time. Whether in the elementary or secondary setting, each student will experience thought-provoking lessons centered on “big ideas”; including identity, narrative, culture, community, and collaboration. Each of these big ideas address not only important artmaking concepts but create enduring understandings over time. Art serves as a catalyst for alternative ways of thinking and allows students to understand the importance of their role in a society.
Art education is complex. It is creative, thought-provoking, interdisciplinary, and applicable to occurrences in daily life. It must be understood that a meaningful, comprehensive art education is one that is created by a series of smaller ideas. When brought together, students are left with an understanding of their ability to accomplish great things – both within and beyond the classroom.