Philosophy of Teaching

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Upon walking into my classroom you’ll see students experimenting, analyzing, reflecting, and redrafting, with the goal of discovering new ways to more confidently communicate their ideas visually, while having fun throughout the process.  

I support their developing abilities through a Studio Based Model of Learning. We begin each project with an initial materials exploration to gain insights that inform idea creation and whet the creative appetite. Each project is then motivated by an engaging question, problem, or challenge in which students are given choices that encourage them to explore their interests and intertwine them into their art practice. 

In continuing your observation, you'd see me being informal and relaxed with students, gaining their trust as a guide and coach. Many students would be working independently and collaboratively on their own projects. As they develop their work I'm moving around the room, working with each student making constructive comments, and asking questions that encourage them to notice, listen and re-examine their work from different viewpoints, learning to be both the artist and the critic. 

As a member of the class community I listen to and honor students’ voices, which helps students realize they’ve been seen and heard. This aspect helps them begin to value each other’s comments and learn to see their classmates as teammates, understanding that everyone has valuable knowledge to offer and receive from others. 

I have found this element to not only support student learning but also decentralize the learning environment, creating a sense of class autonomy.

Helping students develop skills to cultivate intrinsic motivation, push past failure, and celebrate successes in reflective and empathetic ways has proven to positively impact many areas of students’ lives. These important tools are not only needed in the world of work but are also rooted in creating a more connective, meaningful, and fulfilling life. The learning that happens in my art room helps give students a sense of purpose. The goal is not to become an artist, but rather be more confident as a creative individual and intellectually curious thinker.