My teaching philosophy is a journey that evolves each day from new experiences. When I was younger, the desire to become a teacher never occurred to me. I did not enjoy school, except for art class. Reflecting on my school experiences, the art room is where I felt comfortable enough to experiment and challenge myself. The support of my family, art teachers, and peers in my early artistic endeavors contributed to the success of my decade long career as a freelance film industry professional. When I felt a draw to change my career and my purpose, my support system encouraged me to look towards a career as an art teacher. I was drawn to the profession during a substitute position in a high school art room full of intrinsically motivated students who came in and began working on projects without me having to instruct them. The students wanted to share their discoveries with me and ask me for advice on technique. It was exhilarating and exciting; that day I knew without hesitation that I wanted to become an art teacher.
The benefits I observed in student directed classrooms in my field experiences, guided my personal beliefs to align with a progressivism pedagogy. My past experiences and challenges in school influenced my pedagogy. I believe that students learn by doing, not through rote memorization of information, without knowledge of how to apply it, but through real-world experience. The current population of our schools is diverse and will continue to grow; we must rise to the occasion by developing curriculum that individually connects to learners’ interest. Adopting a learner-centered pedagogy, I have observed intrinsic motivation, development of critical thinking and creative problem-solving skills, and interdisciplinary learning. A learner-centered art room connects learners of all abilities to meet the Colorado Art Standards. Research supports the units I create and provides a broad perspective that engages all learners in their own active inquiry. I enjoy acting as a facilitator in the art room through cultivating interest centers stocked with media and resources such as books, software, instructional videos, and examples that show various techniques. My pedagogy supports independent learners and urges them to take responsibility for their own inquiries, and also creates a space for learners to interact and learn from one another.
Being a teacher is being a part of a community; connecting art with other disciplines only serves to strengthen that community. I am interested in cultivating a classroom climate of trust through respecting learners and taking the time to get to know them, where they come from, their culture, practice equity and empathy in this way can support learners growth and guide them to becoming productive citizens who promote democratic ideals.
The journey I have taken to become an art educator has also taught me that taking care of my personal well-being first will allow me to better serve my learners and the community. I believe that being a practicing artist, researcher, and life-long learner builds an authentic connection with learners in the classroom. In bringing my successes and failures to the classroom, I hope to inspire the next generation of artists, engineers, mathematicians, doctors, politicians, and trade skill workers to see how art connects us and provides us with other ways of seeing our world.
The benefits I observed in student directed classrooms in my field experiences, guided my personal beliefs to align with a progressivism pedagogy. My past experiences and challenges in school influenced my pedagogy. I believe that students learn by doing, not through rote memorization of information, without knowledge of how to apply it, but through real-world experience. The current population of our schools is diverse and will continue to grow; we must rise to the occasion by developing curriculum that individually connects to learners’ interest. Adopting a learner-centered pedagogy, I have observed intrinsic motivation, development of critical thinking and creative problem-solving skills, and interdisciplinary learning. A learner-centered art room connects learners of all abilities to meet the Colorado Art Standards. Research supports the units I create and provides a broad perspective that engages all learners in their own active inquiry. I enjoy acting as a facilitator in the art room through cultivating interest centers stocked with media and resources such as books, software, instructional videos, and examples that show various techniques. My pedagogy supports independent learners and urges them to take responsibility for their own inquiries, and also creates a space for learners to interact and learn from one another.
Being a teacher is being a part of a community; connecting art with other disciplines only serves to strengthen that community. I am interested in cultivating a classroom climate of trust through respecting learners and taking the time to get to know them, where they come from, their culture, practice equity and empathy in this way can support learners growth and guide them to becoming productive citizens who promote democratic ideals.
The journey I have taken to become an art educator has also taught me that taking care of my personal well-being first will allow me to better serve my learners and the community. I believe that being a practicing artist, researcher, and life-long learner builds an authentic connection with learners in the classroom. In bringing my successes and failures to the classroom, I hope to inspire the next generation of artists, engineers, mathematicians, doctors, politicians, and trade skill workers to see how art connects us and provides us with other ways of seeing our world.