Philosophy of Education

Giving a hands-on demonstration gets students engaged and teaches creative problem solving.

Giving a hands-on demonstration gets students engaged and teaches creative problem solving.

Art education provides strong foundations for confident students, creative and independent thinkers, critical intellectuals, and unique innovators, making the role of the art educator vital. My art classroom lives on student choice and voice. By keeping the curriculum student-centered, I can enable young artists to explore, push boundaries, and self-motivate in their own unique learning style. Teaching for Artistic Behaviors (TAB) learning allows for students to take hold of their own education and permits them to create a class that addresses their own interests and ideas. When students feel responsibility for their own education, authentic learning occurs.

Art educators should be facilitators, responsible for creating an atmosphere of trust and caring where students feel free to fully explore their world. Art teaches, therefore, must understand whom they are teaching. The art classroom easily acts as an arena for multiculturalism, inclusion, and safe spaces, and, therefore, propagates an ability to fight stereotypes and stigmas students may face. These elements create a strong, lasting, and critical experience for all students. By connecting the ideas of personal development, contemporary culture, and genuine interest in students’ lives, art educators create personal relationships with students founded on authenticity.

6th grade students work together to glaze their ceramic piece.

6th grade students work together to glaze their ceramic piece.

Creating an environment where success is based on excitement in learning, self-direction, and exploration through experimentation is my criterion for success. Incorporating 21st-century ideas, inquiry-based learning, and student-centered curriculum that allows for mistakes and genuine experiences provides a unique experience for all students to learn deeply.