Teaching Philosophy
My goal as an educator is to create a community of self-reliant artists that engage in interdisciplinary research, reflection, and express their ideas and feelings through thoughtful artistic expression.
One of my missions is to support students' exploration of their voices. I do this by creating a supportive space for students to learn. My calm and kind nature contributes to a warm environment for inquiry of visual art, interdisciplinary research, and sharing of personal histories. I prioritize connecting with students in a personable yet professional way and building a community of artists in my classrooms. Through the use of transparent communication, group work, and my "ask three before me" rule, students are encouraged to independently problem solve, rely on their classmates, and be intentional about their use of materials to create conceptually engaging work. I employ reflections to prioritize their perception of what they're creating. We use critiques so they can receive positive feedback from their community members beyond their conversations with me. My students learn early in the school year that I trust them to make thoughtful decisions about their work based on what they think is best. I believe they are capable artists and their ideas matter.
Critical thinking skills are acquired in the art studio. I design my thematic projects that allow for material and media exploration, research and discussions about canonical and contemporary artists, and thoughtful planning. Based on reflections on their experimentation and engagement with new materials, students make informed decisions about how to produce artwork by engaging in metacognitive practices. Student map out their work and often check in with me and their classmate on how to create their best work and push themselves out of their comfort zone
My goal for my students is to feel confident in exploring topics of their interests through research, reflection, and artistic expression. I hope that my students become thoughtful collaborators and better understand how they support their communities. The educational environment I create goes beyond art; my students learn more about who they are as a member of this global community.
One of my missions is to support students' exploration of their voices. I do this by creating a supportive space for students to learn. My calm and kind nature contributes to a warm environment for inquiry of visual art, interdisciplinary research, and sharing of personal histories. I prioritize connecting with students in a personable yet professional way and building a community of artists in my classrooms. Through the use of transparent communication, group work, and my "ask three before me" rule, students are encouraged to independently problem solve, rely on their classmates, and be intentional about their use of materials to create conceptually engaging work. I employ reflections to prioritize their perception of what they're creating. We use critiques so they can receive positive feedback from their community members beyond their conversations with me. My students learn early in the school year that I trust them to make thoughtful decisions about their work based on what they think is best. I believe they are capable artists and their ideas matter.
Critical thinking skills are acquired in the art studio. I design my thematic projects that allow for material and media exploration, research and discussions about canonical and contemporary artists, and thoughtful planning. Based on reflections on their experimentation and engagement with new materials, students make informed decisions about how to produce artwork by engaging in metacognitive practices. Student map out their work and often check in with me and their classmate on how to create their best work and push themselves out of their comfort zone
My goal for my students is to feel confident in exploring topics of their interests through research, reflection, and artistic expression. I hope that my students become thoughtful collaborators and better understand how they support their communities. The educational environment I create goes beyond art; my students learn more about who they are as a member of this global community.