Teaching Philosophy
Objective: Create 21st Century learners through the arts and enrich the lives of young people.
My teaching philosophy dances between the balance of structure and flexibility. Some students need more support and in some ways I am very structured. I set clear expectations and check-in with students routinely. I desire young people to develop to their fullest potential. I want them to lead, critically think, and know that they matter. This is where flexibility is import.
My practice is based in social justice and I desire a classroom where everyone is seen and heard. To build the space where many voices can thrive, it is important to build a sense of belonging across the student population. My method to develop relationships across my classroom is to learn about who my students are, connect the course content to their lives, and to create opportunities for them to interact with each other through peer to peer projects, small groups, or large group discussions. Community matters! I want my students to be confident-independent thinkers and care about each other.
I will introduce students to artists to whom they can relate. Whether through deconstruction of popular media or exposing them to a local artist. It is important to have representation from different races, gender, class, etc. and for them to think critically about what they seeing, hearing, and absorbing. I want students to be able to see themselves as artists and about different contexts, whether the artist is like them or different. My philosophy in curriculum is that I am giving them a starting point, but as they develop their thoughts and work, the story grows. Through reflection and feedback, students make connections with their peers and deepen their understanding. Reflection is the difference between failure and learning. Personal reflection provides time to take the feedback and think about what to incorporate in practice or leave. This helps students find their confidence and voice. As an artist, the process of creating is the process of problem solving and reflecting: the dance of structure and flexibility. As a teacher, I am also a student, I am constantly learning and making adjustments based on the student’s needs. Every class is a different combination of personalities and needs. No two classes are the same, each class has its own opportunity to explore and learn.
I am process focused and feel some of the best learning comes from mistakes. I use paint, textiles, wood, photography, video, technology, or whatever else is available. It’s fun for me to explore new technology. As an artist of many crafts, mediums are tools to convey the ideas behind the art. Techniques and concepts equal the opportunity to dig deeper into the learning. Concepts help motivate the development of medium expertise. I want students to have endless venues to create and express themselves.
The dance between structure and flexibility means that I will create an inclusive classroom, prepare well-thought out curriculum, facilitate growth for my students and for myself through feedback and reflection.
My teaching philosophy dances between the balance of structure and flexibility. Some students need more support and in some ways I am very structured. I set clear expectations and check-in with students routinely. I desire young people to develop to their fullest potential. I want them to lead, critically think, and know that they matter. This is where flexibility is import.
My practice is based in social justice and I desire a classroom where everyone is seen and heard. To build the space where many voices can thrive, it is important to build a sense of belonging across the student population. My method to develop relationships across my classroom is to learn about who my students are, connect the course content to their lives, and to create opportunities for them to interact with each other through peer to peer projects, small groups, or large group discussions. Community matters! I want my students to be confident-independent thinkers and care about each other.
I will introduce students to artists to whom they can relate. Whether through deconstruction of popular media or exposing them to a local artist. It is important to have representation from different races, gender, class, etc. and for them to think critically about what they seeing, hearing, and absorbing. I want students to be able to see themselves as artists and about different contexts, whether the artist is like them or different. My philosophy in curriculum is that I am giving them a starting point, but as they develop their thoughts and work, the story grows. Through reflection and feedback, students make connections with their peers and deepen their understanding. Reflection is the difference between failure and learning. Personal reflection provides time to take the feedback and think about what to incorporate in practice or leave. This helps students find their confidence and voice. As an artist, the process of creating is the process of problem solving and reflecting: the dance of structure and flexibility. As a teacher, I am also a student, I am constantly learning and making adjustments based on the student’s needs. Every class is a different combination of personalities and needs. No two classes are the same, each class has its own opportunity to explore and learn.
I am process focused and feel some of the best learning comes from mistakes. I use paint, textiles, wood, photography, video, technology, or whatever else is available. It’s fun for me to explore new technology. As an artist of many crafts, mediums are tools to convey the ideas behind the art. Techniques and concepts equal the opportunity to dig deeper into the learning. Concepts help motivate the development of medium expertise. I want students to have endless venues to create and express themselves.
The dance between structure and flexibility means that I will create an inclusive classroom, prepare well-thought out curriculum, facilitate growth for my students and for myself through feedback and reflection.
