Statement of Teaching Philosophy

Based on my experiences as both an artist and educator I believe that all students should have access to an art education that caters to a variety of artistic skill levels, ethnic backgrounds, and life experiences. It is my duty as an art educator to instruct my students on the fundamentals and principles of art and design often by using imitation and referencing art that has already been created. However, there is always room for my students to impart their own, individual artistic expression in their work. ­

My classroom is an environment where students can express themselves artistically while simultaneously learning about how great artists communicate their thoughts and ideas through their work. Students aren’t only learning from me as the teacher and facilitator of the classroom, they are also learning from each other in an environment where ideas are constantly flowing and fostering new innovations and creativity. I consistently encourage my students to really look at and think critically about the art that is presented to them in my classroom as well as their own individual environments. I prompt them to consider how the art that they see appeals to them aesthetically and philosophically. Rather than having students simply look at Van Gogh’s starry night and create a replica, they are studying the painting and others like it and considering how these works appeal to them. I ask them what they like or dislike about the artworks specifically to help them further develop their own reasoning for why they may like, or dislike, the work using questions and group discussion. Furthermore, I always ask my students to consider the artwork that they see philosophically; using their own judgement and reasoning based on the elements and principles of design utilized by the artist.

 My students are exposed to artists that are not as well-known as the masters that are most widely taught about and intertwined throughout western history. Nontraditional and contemporary artists have a place in my teaching practice and exposure to a variety of successful artists helps students realize that not every great artist makes art like Leonardo da Vinci or Pablo Picasso. I have designed and implemented lessons that focus on abstract and conceptual artists like Beverly Buchanan and Jean Debuffet. In learning about the many ways that art is made by a wide variety of successful artists, students are more self-assured in their own individual artistic abilities and they can be steered away from the “I can’t draw” mentality that seems to plague many art classrooms.

My classroom is a place where every student’s opinion about the art that is made and presented is valued and considered by each member of the classroom community. There is no such thing as art that is inherently good or bad, it is simply subjective to the viewer. Visual art and creative thinking has a place in every other subject area and each aspect of our personal lives. Art education is an important part of all student learning and should be treated as such. I am constantly developing and reshaping my teaching philosophy as I complete the remaining weeks of my clinical practice and I am excited for the opportunity to further develop and implement this philosophy in my next full time teaching position.