"The arts humanize the curriculum while affirming the interconnectedness of all forms of knowing. They are a powerful means to improve general education."
- Charles Fowler
- Charles Fowler
PHILOSOPHY OF ART EDUCATION
I believe art to be anything
produced via creative and expressive means, designed with the intentionality to
be experienced by others. I have
developed such a definition of art through my study of drawing, figure drawing,
painting, advanced 2D media, design, ceramics, sculpture, western and
non-western art history, as well as the philosophy of art. As an art educator, it is my goal to aid
students to realize their own understanding of art in accordance with assisting
them to develop critical thinking skills valuable in all facets of their
lives. In order to reach this goal, I
believe it is vital to develop an understanding of students and their needs,
knowledge of 21st century curriculum and instruction, positive
learning environments, classroom management skills, a relationship with parents
in the learning process, as well as a utilization of 21st century
technology tools.
Understanding Students & Their Needs
Understanding students and their needs is perhaps the most vital skill when it comes to being an effective teacher. As an art educator, I not only recognize, but embrace the fact that all students have different learning styles. I strive to design my lessons with visual, auditory, and kinesthetic learners in mind. At the beginning of every class, I demonstrate the lesson sequence to students utilizing all three of these learning methods.
Ultimately, it is due to such various learning styles found among students, I am a firm supporter of differentiated instruction. I recognize that what is effective for one student may not be of merit for another student, and vice versa. Within each of my lessons, I incorporate modifications and adaptations for individuals with differences. For example, when teaching an MC Escher lesson on tessellations to 5th grade, I allowed for students struggling with the project to create a larger tessellating shape which would require less tracing and drawing. They were also allowed to work with partners and provided with one-on-one assistance in order to decide on what image to draw on their shapes. Advanced students, however, were able to choose to create a tessellation using rotation, a more complex method, as opposed to simple translation. I believe that a teacher should challenge students, yet also recognize each particular student’s capabilities, and not push students so much as to create a feeling of discouragement. Instead, I find that when students are challenged and meet such goals effectively, they feel a great sense of pride in themselves and their abilities.
As an art educator, I also believe it is important to legitimatize the many different styles of art, from that which is technically advanced to expressive in nature. I find that many students become disheartened if they do not possess realistic drawing skills. Although I believe students should be taught technique, within such a subjective area, I think that students should be free to experiment with their own styles of working. Due to this fact, I like to expose students to as many different genres of art as possible so that every student can find a working method with which he or she feels comfortable.
Knowledge of 21st Century Curriculum & Instruction
In addition to making students feel comfortable within the classroom, a skilled teacher should be comfortable, as well as confident, with the curriculum being taught. Rather than simply becoming an expert within ones domain, an effective teacher should do his or her best to obtain knowledge of 21st century curriculum and instruction. As a 21st century art instructor, I focus my curriculum upon the Art for Life Approach. Within an Art for Life Approach, students learn studio arts, as well as visual culture studies, creative self-expression in a social context, aesthetics and aesthetic inquiry, art criticism, and art history, as well as contemporary technologies. I aim to incorporate most, if not all, of these criteria into every lesson I structure. This method of instruction provides students with critical thinking and problem solving skills which will help them to develop into productive citizens of our society. In addition, under an Art for Life Approach, students acquire a greater understanding of themselves, the world around them, and consequently, how they themselves fit into that surrounding world. This understanding can further be emphasized by the incorporation of integrated learning within the curriculum. I believe that students should be given multiple opportunities to work on collaborative projects within the classroom to help them gain understanding of various perspectives. For example, I taught a lesson to 4th grade students based upon the contemporary quilt artist, Eleanor McCain. Students had to work individually to design a small section of quilt. They then worked with partners to create a slightly larger section of quilt. Finally, they were given the opportunity to work with their entire table to create an even larger section of the quilt. This lesson involved much team work, distribution of tasks, as well as compromise. In addition, I believe that lessons should be integrated with other subject areas to help students to realize the unique relationships found across areas of study, such as the tessellation lesson previously stated which combines both art and geometry.
Creating Positive Learning Environments
In order for such a curriculum to be proficient, however, a teacher must create a positive learning environment for students. In such an environment, a respect for others, materials, and learning should be present. Such respect should be both modeled and enforced by the teacher. Within the art classroom, though, the most important condition for creating a positive environment is communication. Students should feel free to communicate and express their ideas to the teacher as well as to one another. As a teacher, I strive to create an environment where everyone’s voice is heard and legitimatized. This may be accomplished through student sharing and discussion of projects or small group brainstorming sessions. For example, during the 4th grade collaborative quilt lesson previously referenced, students were asked to share which method of working they preferred most: individual, with a partner, or with a table. The class engaged in a discussion of the benefits and downfalls of each working method and learned the importance of being self-reliant and collaborating with others. Students within my classroom will also be encouraged to have fun and experiment with creativity and risk taking within their projects, so long as such freedom is not disruptive to the learning process of other students.
I also believe that the physical layout of the classroom should be one that is conducive to learning. I plan to have a classroom which is filled with reference images and definitions related to art. There will also be many reference books within the classroom. In addition, student artwork will be displayed throughout the room. Lastly, the storage of materials within the classroom will be arranged in a way that naturally reiterates the learning process. For example, colors of paint will be stored into warm, cool, and neutral categories to emphasize such content discussed within class.
Classroom Management
In order for the learning environment to remain truly positive, though, there must be an adept and consistent classroom management regime in place. As an educator, I believe that the most efficient classroom management skill is to be preventative in nature when it comes to behavior problems. For me, this again means creating an open flow of communication among my students and myself. Upon being first introduced to my students, I set clear standards and expectations for students as to what behavior is and is not acceptable. Such standards and expectations will be listed within the classroom as a visual reminder to students as to how they should behave. I like to model my rules for students based off an acronym for art (ART: Act appropriately, Respect others and supplies, and Take risks). Another method I have found to aid in this preventative form of discipline is positive reinforcement. Students are told things such as, “Thank you for quietly raising your hand and waiting to be called upon.”
Naturally though, not all discipline problems can be prevented. For behavioral offenses I believe that discipline should be handled with a sense of dignity. When a student is acting out, I first try to employ the PEP method of proximity, eye contact, and privacy. I once had a 2nd grade student write an offensive statement on his artwork using a permanent marker. The student and I discussed why this statement was not appropriate and then the student agreed to create a new piece of artwork. With this method, I make sure to clearly explain to students why their behavior is unacceptable. If behavior issues persist though, I will contact the parents and arrange for a conference if necessary. If this behavior continues further, the principal will be contacted. For severe offenses, however, he principal will be contacted immediately.
Engaging Parents in the Learning Process
I believe, however, that parents should not simply be notified by the teacher when there is a behavior problem with their child. Instead, parents should be actively engaged within their child’s learning process. The best way to achieve such engagement is via communication. As an educator, I will encourage parents to send me emails to discuss their child’s progress and also make myself available for parent teacher conferences if desired. In addition, I will regularly send out requests for parents to bring materials and supplies as well as provide volunteer assistance any arts related activities or programs. For example, to complete a 2nd grade installation piece manipulating plastic bottles, an email was sent out to all parents in the district. These parents were able to donate a sufficient number of bottles so that all 2nd grade students could participate in the project.
I also encourage meeting with parents outside of class during student art exhibitions. When students’ work is accepted for an art exhibition, I will send out personal invites to parents to attend the opening reception of the event. I will also make sure to attend the event myself. Furthermore, in order to develop a truly artistic mindset, I believe that students should be participating within the arts outside of school. In order to accomplish this, I plan to inform parents of any local arts events whose opportunities or experiences may benefit their child.
Utilizing 21st Century Technology Tools
Also quite beneficial to students is the utilization of 21st century technology tools within the classroom. Within contemporary society, technology is becoming increasingly ubiquitous, and due to that fact, students need to be familiar with this domain. I structure my lessons in a way which illuminates how technology has affected the world in which we live. Students should be aware of these effects and then analyze them to find both positive and negative consequences. For example, students may discuss how the invention of photography marked a shift in realistic painting toward Impressionism, and consider the possibilities of what was then a new medium not yet accessible to all.
In addition to discussing technology, though, students should be given many opportunities to have hands on experience with 21st century technology tools themselves. I am familiar with Microsoft Office, SmartBoard, VoiceThread, podcasts, and Adobe Photoshop programs, as well as film and digital cameras. I feel comfortable with utilizing these technologies within my classroom. For example, I may ask students to complete a formal critique of their own work using a podcast. In addition, a tool as simple as a webcam can also be an unexpected, yet excellent resource. For example, as an art educator I plan to have students use a webcam to photograph their best works. These photographs can then be added to the district website in order to create an online portfolio of student artwork.
I believe that all students are artists capable of creating impressive works which will inspire their confidence. It is the job of the art educator to guide students effectively in order to create such works. Studying art and creating artwork of my own has helped me to become a more understanding and open-minded individual who views the world with a more critical and analytical eye. It is my hope to inspire a love of art within students so that they too can experience new discoveries within themselves. This study of art will help to produce well-rounded individuals capable of, and passionate about, creating change in the world around them.
Understanding Students & Their Needs
Understanding students and their needs is perhaps the most vital skill when it comes to being an effective teacher. As an art educator, I not only recognize, but embrace the fact that all students have different learning styles. I strive to design my lessons with visual, auditory, and kinesthetic learners in mind. At the beginning of every class, I demonstrate the lesson sequence to students utilizing all three of these learning methods.
Ultimately, it is due to such various learning styles found among students, I am a firm supporter of differentiated instruction. I recognize that what is effective for one student may not be of merit for another student, and vice versa. Within each of my lessons, I incorporate modifications and adaptations for individuals with differences. For example, when teaching an MC Escher lesson on tessellations to 5th grade, I allowed for students struggling with the project to create a larger tessellating shape which would require less tracing and drawing. They were also allowed to work with partners and provided with one-on-one assistance in order to decide on what image to draw on their shapes. Advanced students, however, were able to choose to create a tessellation using rotation, a more complex method, as opposed to simple translation. I believe that a teacher should challenge students, yet also recognize each particular student’s capabilities, and not push students so much as to create a feeling of discouragement. Instead, I find that when students are challenged and meet such goals effectively, they feel a great sense of pride in themselves and their abilities.
As an art educator, I also believe it is important to legitimatize the many different styles of art, from that which is technically advanced to expressive in nature. I find that many students become disheartened if they do not possess realistic drawing skills. Although I believe students should be taught technique, within such a subjective area, I think that students should be free to experiment with their own styles of working. Due to this fact, I like to expose students to as many different genres of art as possible so that every student can find a working method with which he or she feels comfortable.
Knowledge of 21st Century Curriculum & Instruction
In addition to making students feel comfortable within the classroom, a skilled teacher should be comfortable, as well as confident, with the curriculum being taught. Rather than simply becoming an expert within ones domain, an effective teacher should do his or her best to obtain knowledge of 21st century curriculum and instruction. As a 21st century art instructor, I focus my curriculum upon the Art for Life Approach. Within an Art for Life Approach, students learn studio arts, as well as visual culture studies, creative self-expression in a social context, aesthetics and aesthetic inquiry, art criticism, and art history, as well as contemporary technologies. I aim to incorporate most, if not all, of these criteria into every lesson I structure. This method of instruction provides students with critical thinking and problem solving skills which will help them to develop into productive citizens of our society. In addition, under an Art for Life Approach, students acquire a greater understanding of themselves, the world around them, and consequently, how they themselves fit into that surrounding world. This understanding can further be emphasized by the incorporation of integrated learning within the curriculum. I believe that students should be given multiple opportunities to work on collaborative projects within the classroom to help them gain understanding of various perspectives. For example, I taught a lesson to 4th grade students based upon the contemporary quilt artist, Eleanor McCain. Students had to work individually to design a small section of quilt. They then worked with partners to create a slightly larger section of quilt. Finally, they were given the opportunity to work with their entire table to create an even larger section of the quilt. This lesson involved much team work, distribution of tasks, as well as compromise. In addition, I believe that lessons should be integrated with other subject areas to help students to realize the unique relationships found across areas of study, such as the tessellation lesson previously stated which combines both art and geometry.
Creating Positive Learning Environments
In order for such a curriculum to be proficient, however, a teacher must create a positive learning environment for students. In such an environment, a respect for others, materials, and learning should be present. Such respect should be both modeled and enforced by the teacher. Within the art classroom, though, the most important condition for creating a positive environment is communication. Students should feel free to communicate and express their ideas to the teacher as well as to one another. As a teacher, I strive to create an environment where everyone’s voice is heard and legitimatized. This may be accomplished through student sharing and discussion of projects or small group brainstorming sessions. For example, during the 4th grade collaborative quilt lesson previously referenced, students were asked to share which method of working they preferred most: individual, with a partner, or with a table. The class engaged in a discussion of the benefits and downfalls of each working method and learned the importance of being self-reliant and collaborating with others. Students within my classroom will also be encouraged to have fun and experiment with creativity and risk taking within their projects, so long as such freedom is not disruptive to the learning process of other students.
I also believe that the physical layout of the classroom should be one that is conducive to learning. I plan to have a classroom which is filled with reference images and definitions related to art. There will also be many reference books within the classroom. In addition, student artwork will be displayed throughout the room. Lastly, the storage of materials within the classroom will be arranged in a way that naturally reiterates the learning process. For example, colors of paint will be stored into warm, cool, and neutral categories to emphasize such content discussed within class.
Classroom Management
In order for the learning environment to remain truly positive, though, there must be an adept and consistent classroom management regime in place. As an educator, I believe that the most efficient classroom management skill is to be preventative in nature when it comes to behavior problems. For me, this again means creating an open flow of communication among my students and myself. Upon being first introduced to my students, I set clear standards and expectations for students as to what behavior is and is not acceptable. Such standards and expectations will be listed within the classroom as a visual reminder to students as to how they should behave. I like to model my rules for students based off an acronym for art (ART: Act appropriately, Respect others and supplies, and Take risks). Another method I have found to aid in this preventative form of discipline is positive reinforcement. Students are told things such as, “Thank you for quietly raising your hand and waiting to be called upon.”
Naturally though, not all discipline problems can be prevented. For behavioral offenses I believe that discipline should be handled with a sense of dignity. When a student is acting out, I first try to employ the PEP method of proximity, eye contact, and privacy. I once had a 2nd grade student write an offensive statement on his artwork using a permanent marker. The student and I discussed why this statement was not appropriate and then the student agreed to create a new piece of artwork. With this method, I make sure to clearly explain to students why their behavior is unacceptable. If behavior issues persist though, I will contact the parents and arrange for a conference if necessary. If this behavior continues further, the principal will be contacted. For severe offenses, however, he principal will be contacted immediately.
Engaging Parents in the Learning Process
I believe, however, that parents should not simply be notified by the teacher when there is a behavior problem with their child. Instead, parents should be actively engaged within their child’s learning process. The best way to achieve such engagement is via communication. As an educator, I will encourage parents to send me emails to discuss their child’s progress and also make myself available for parent teacher conferences if desired. In addition, I will regularly send out requests for parents to bring materials and supplies as well as provide volunteer assistance any arts related activities or programs. For example, to complete a 2nd grade installation piece manipulating plastic bottles, an email was sent out to all parents in the district. These parents were able to donate a sufficient number of bottles so that all 2nd grade students could participate in the project.
I also encourage meeting with parents outside of class during student art exhibitions. When students’ work is accepted for an art exhibition, I will send out personal invites to parents to attend the opening reception of the event. I will also make sure to attend the event myself. Furthermore, in order to develop a truly artistic mindset, I believe that students should be participating within the arts outside of school. In order to accomplish this, I plan to inform parents of any local arts events whose opportunities or experiences may benefit their child.
Utilizing 21st Century Technology Tools
Also quite beneficial to students is the utilization of 21st century technology tools within the classroom. Within contemporary society, technology is becoming increasingly ubiquitous, and due to that fact, students need to be familiar with this domain. I structure my lessons in a way which illuminates how technology has affected the world in which we live. Students should be aware of these effects and then analyze them to find both positive and negative consequences. For example, students may discuss how the invention of photography marked a shift in realistic painting toward Impressionism, and consider the possibilities of what was then a new medium not yet accessible to all.
In addition to discussing technology, though, students should be given many opportunities to have hands on experience with 21st century technology tools themselves. I am familiar with Microsoft Office, SmartBoard, VoiceThread, podcasts, and Adobe Photoshop programs, as well as film and digital cameras. I feel comfortable with utilizing these technologies within my classroom. For example, I may ask students to complete a formal critique of their own work using a podcast. In addition, a tool as simple as a webcam can also be an unexpected, yet excellent resource. For example, as an art educator I plan to have students use a webcam to photograph their best works. These photographs can then be added to the district website in order to create an online portfolio of student artwork.
I believe that all students are artists capable of creating impressive works which will inspire their confidence. It is the job of the art educator to guide students effectively in order to create such works. Studying art and creating artwork of my own has helped me to become a more understanding and open-minded individual who views the world with a more critical and analytical eye. It is my hope to inspire a love of art within students so that they too can experience new discoveries within themselves. This study of art will help to produce well-rounded individuals capable of, and passionate about, creating change in the world around them.