Artist and teaching statement
I am an artist
The arts are ever evolving and deeply connected with history, culture, and politics. The arts not only reflect what is happening in contemporary society, but they investigate these ideas and issues through a refined practice. As an artist myself, I believe art is an avenue for meaning making. We create works based on our experiences and ideas to digest them, process them, and give them meaning. We harness our passion to tackle big issues across a variety of landscapes by producing content to seek the truth. We open our hearts and minds by sharing our creations with the world.
I am a teacher
I teach art because of its versatility, and endless potential for exciting instruction. A day in the art classroom could include practicing Greek pottery techniques to discussing the connotation of historical monuments. Just as I investigate the world as an artist, so do my students. Whether they are early elementary or advanced high school, students are given the opportunity to think about their world, and how they fit in it. Students are visionaries through exploring materials, learning about tools, practicing their craft, and creating final works of art.
My philosophy
My art classroom is student-centered, whereas my curriculum provides objectives that reach standards, but is flexible to include student interest, cultural awareness, and accessibility for all students. My students’ background, interests, and strengths informs the design of my curriculum, and ensures that students will be engaged because projects are personalized.
My art classroom utilizes both constructivism and constructionism to build knowledge. In constructivist education, knowledge is built as a group through active conversations guided by the teacher. In this case, information is built on the students’ prior knowledge and experiences. In constructionism, ideas are formed through engaging in making. Students build knowledge through the act of creating a meaningful product.
My art classroom is driven by tenets of critical pedagogy, whereas students investigate social issues and power structures in society, and create art in response to these issues. This may look like students screen printing signs against bullying, or knitting plastic mats for the homeless population in their community. In this model, learners become activists and visionaries as they respond to cultural and social injustices.
Lastly, my art classroom integrates technology, and promotes media literacy. Technology and digital interfaces are familiar aspects of our society, and will continue to be used and developed throughout my students’ lives. By including technology in the art classroom, students harness the skill of technological adaptability, while learning media skills applicable for a variety of careers. Media literacy is learning to process and critically evaluate media in order to be conscious of messaging, bias, and manipulation. It is important to talk with students about how to critically navigate the internet, including social media, considering it is a major part of their world. Furthermore, technology can act as an aid for differentiated instruction due to the endless amount of applications and programs.