Teaching Philosophy

I want to be the person that my art teacher was for me: an inspiration, a source of a different kind of knowledge. An educator who strives for her pupils to synthesize and translate knowledge. Through active engagement in their visual culture, which influences pupils to become creators of the world around them instead of passive viewers.

As a teacher, my goal is to foster an environment where my pupils can gain the necessary skills to become producing and exhibiting artists. The balance of hands on discovery learning, pupil orientated curriculum and group discussions that emphasize social and personal awareness are the fundamentals of my curriculum. In my lessons, pupils are able to take in information, process it, and manipulate it through their own lens. I believe pupils should approach art as a form in which to explore interests, issues and themes that relate to them and their world.

‘Teacher awareness of the world in which learners live including popular culture, events, shared experiences, and developments in individual’s lives helps inform instructional decisions.’ (Carroll, 2006)

I view my teaching as being informed by my own artistic practice. As a teaching artist, my own foundation of artistic skills and training dramatically influence my instruction. I have researched and worked to design and implement a curriculum that focuses on 21st century technologies, promotes multidisciplinary connections and perspectives. By integrating multidisciplinary connections throughout my curriculum, I am able to create authentic learning experiences and expand my students’ knowledge base. In addition to the classroom foundation of working with materials and learning artistic techniques, I also aim to develop creative thinking, problem solving skills, and an ability to work collaboratively.

I strongly believe art education should encourage ambiguity, as all aspects of art is ambiguous. As NCCA (2016) stated, that

‘Visual art promotes divergent thinking (‘thinking outside the box’) and develops the learner’s ability to interpret, make judgment and express opinion on a work. It also promotes respect for the work and the opinion of others. (NCCA, 2016)

My classroom is a student centered learning environment where students are actively engaged in their learning experience. A pupil in my classroom will encounter a multitude of art media from 2-dimensional to digital technology. I use my expertise in painting, digital media, print making and many more to foster pupils’ development in a broad range of technical skills. My classroom rewards, dialogue and experimentation, it is my hope that pupils gain confidence, take risks and ask questions. I aim to teach my pupils to be disciplined, to spend time developing their art skills, and that learning different aspects of the art subject requires time and time management. I assess my learning aims by regular assessment, such as formative assessment of pupil’s work in progress to summative assessment of competed pieces.

A core belief is that all children can succeed. As a teacher it is my responsibility to meet the diverse needs of every pupil in my classroom by accommodating and modifying for various learning styles, development levels and for pupils with disabilities. Finding solutions to meet those challenges and address the individual needs of every pupil in my classroom are top priorities. Additionally, I favour a proactive behaviour management strategy with an emphasis on positive reinforcement. I strive to create a safe, supportive learning environment on building positive relationships with pupils and emphasizing mutual respect.

In the end, I consider myself a successful teacher when a pupil leaves my classroom realizing that they are active participants in visual culture of today, when they are excited about their role and responsibilities as creators of images, objects, and events in the world.