Teaching Philosophy

As an art educator, I view teaching as a unique opportunity to promote critical thinking and rigorous student participation, while simultaneously nurturing creativity far beyond the walls of the studio and classroom. Art, especially at the secondary level, is more than just making kids produce aesthetically pleasing pictures for their parents to hang upon the refrigerator at home. Arts education is a window onto the world, and allows students to form deep and meaningful connections, express their individual voices, elevate and beautify the community, and develop efficient research and problem-solving skills that will serve them in every realm of life. My philosophy of teaching rests on a firm belief that young people should feel empowered through artistic exploration and the development of a broad range of literacies. The role of the art instructor is to develop a sustainable pedagogy that can guide and advance this learning process with joy and responsiveness.

One of my primary goals as an art teacher is to help students engage deeply with both antiquated and contemporary forms of art. In this whirlwind era of relentless social media engagement, artificial intelligence, and the ever-evolving workflow of digital tools, I believe it is essential for all students in the 21st Century to grasp the history and traditions of art, while simultaneously being aware of how visual communication is impacted by current movements and technologies. By keeping these beliefs at the forefront of my consciousness, my students will be better prepared to create works of art that are both informed by the past, yet reflective of their current experience within the world. For example, if I’m teaching a project on digital collage, I might be inclined to show students some examples of cubism, Dada, or “found object” works from the early 20th century... (long before the invention of computers). Following some well- guided group discussion and scaffolding, I will then encourage my students to explore how conventional “analog” methods have evolved over time with the advent of Photoshop, phone apps, filters, and graphic design software. By merging and connecting these historical and contemporary approaches towards collage-making, my students will gain insight by seeing themselves as participants in a larger global conversation. Not to mention, the process of creating digital or mixed media collages opens a multitude of doorways for differentiation and culturally responsive teaching. Collage art (or any medium, for that matter) not only allows students to express and develop foundational, visual and digital literacies, it can also promote advocacy and awareness for specific “causes” relevant to a student’s cultural background or civic concerns.

Student empowerment, to me, is about giving art students the tools and confidence to make informed decisions about their work. This involves a balanced mix of organized planning, guidance, and autonomy. Even as a substitute teacher, Gardner’s Theory of Multiple Intelligences has directly informed my teaching strategies over the years. I know that not every student will engage with art in the same manner that I’m aiming for, so I will strive to design class projects that allow for varied expressions of intelligence—whether that’s through visual- spatial tasks like drawing and painting, or kinesthetic engagement exercises like building 3D models, sculpture, or ceramics. I will also incorporate a plethora of opportunities for students to include sound, video, writing, and performance into their art pieces as well. As an art teacher, I am privy to a more abstract and interpretative curriculum, therefore, differentiation within my classroom will become organic and second nature, especially as I develop my pedagogy throughout my career. Offering a broad range of traditional media, along with cutting-edge methods, ensures that every student can locate their strengths and discover new ways to express their unique perspective and emotional state.

While encouraging creativity in any classroom, I consistently emphasize the importance of rigor and critical thinking. One way I foster this type of learning atmosphere is by devising robust lesson plans that require focused exploration of artistic concepts and practices; not just through surface-level completion of a generic drawing assignment. For example, when teaching a lesson on portrait painting, I might first ask students to employ their schema and explore the subject’s emotional state, culture, and personality, encouraging them to think critically about how these background elements inform their composition and artistic intentions. In this context, Piaget’s Theory of Cognitive Development influences my methodology a great deal. At the secondary level, I’m usually entering a classroom scenario where I’m already aware that my students are capable of formal operational thinking. This enables them to reason abstractly and think about hypothetical situations. By designing lessons that elicit this level of critical evaluation, I can better assist my students to move beyond mere technical skills to more conceptual and expressive engagement. Throughout the entire creative process, my students will continuously develop varied literacies through reflective journal entries, peer feedback sessions, collaborative workshops, group critiques, formative assessments (Wagon Wheels, sketchbook checkups, portfolio reviews, etc.), artistic statements, PowerPoint presentations, technological and hands-on investigation, as well as gallery and hallway exhibitions throughout the school.

At the core of my teaching philosophy is an understanding of Maslow’s hierarchy of needs. I recognize that students can’t completely engage in the creative process if their basic needs aren’t being met. This is where coherent classroom management becomes crucial for student development, as well as my own instructional efficacy. I strive to generate a safe, organized, and sustainable environment that fosters respect, collaboration, empathy, mindfulness, joy, and mutual support. A well-managed classroom not only allows students to feel secure, but also gives them the freedom to take risks in their art, which is pivotal to the emotional growth of adolescents. Furthermore, this “growth mindset” is essential in all disciplines. Depending on a particular student’s circumstances, my art course might be the only psychological or spiritual catharsis they experience during a typical school week, especially if their parent or guardian doesn’t value creativity and education as much as I do. In these moments of cleansing discovery, I want to be “in the moment” for that student: present, focused, energized, and prepared to usher in a potential “release”. By praising effort and persistence, and applauding smaller acts of creation, I can better facilitate an environment where students understand that mistakes are a part of learning and improving. Through consistent affirmation, I will have an easier time encouraging my students to embrace challenges rather than shy away from them.

Culturally responsive teaching is also central to my core educational philosophy. I believe that students’ backgrounds should be celebrated and reflected in the classroom and lesson planning. Art provides a platform for students to express their cultural identities, so developing projects that invite young learners to explore their personal histories and the journey of others will be commonplace. For instance, I may ask students to create art inspired by an artist from their own cultural background or community they are interested in learning about. This approach not only stimulates a deeper connection to the material; it also promotes DEI (diversity, equity, and inclusion) within the classroom landscape. It’s very important to ensure that all students see themselves represented in the curriculum.

In the act of teaching, I often ponder the influence of “learning styles”. Whether it’s through hands-on projects, visual presentations, or written reflections, it’s crucial that I provide multiple pathways for students to engage with content. This effort supports different learning styles and reinforces the idea that art can be experienced and created through a multitude of approaches. By offering diverse entry points into the arts curriculum, I can ensure that every student succeeds.

The inclusion of innovative technology is another key ingredient in my teaching philosophy. I want my students to see that art isn’t confined to paintbrushes and canvases—it’s present in every aspect of our lives, from the sleek design of a pair of Nikes-to-the way sunlight bends and dances through a stained-glass window. I frequently incorporate technology into my lessons whenever possible. If smartphones are going to be allowed in public schools, then I’m going to take advantage of this disastrous societal decision and create an opportunity to utilize this device as a vehicle for artmaking. Not only are digital tools and gadgets relevant to students’ lives, they also dominate our creative industries, and expand the possibilities of what humans can imagine and produce. I encourage art students to use any tool at their disposal, and to experiment and take creative risks, whether it’s through sound collage, 3D printing, video, or interactive digital media.

When I begin to envision my own classroom environment, I see a space that is both structured and flexible, where students are encouraged to explore their emotions, interests, and gifts. It’s my belief that teachers can achieve this versatility, while keeping the high expectations of rigor and critical thinking at the core of our daily activity. My lesson planning integrates Common Core Standards, yet allows ample room for individualized expression, ensuring that all students develop the technical proficiency they need to become the creative, analytical innovators of the future. I value a classroom environment where curiosity and self-expression are nurtured, and students feel supported in this growth.

Ultimately, I want to teach art because I believe it has the power to transform how students see, interpret, and experience the world. Whether a student identifies as an “artist” or not, my brand of arts education celebrates exploration, empathy, cultural understanding, patience, mindfulness, fun, and critical thinking. These are skills that students can carry into every area of their lives, whether they go on to pursue careers in the arts or not. Teaching art is about empowering the “whole student” by helping them develop a voice through an intensive process of visualization and imagination. As a lifelong student and professional artist, I have learned firsthand how creativity has become an endless reservoir for self-fulfillment. It will be an honor to share this beautiful journey with every one of my students.