Teaching Philosophy
Art is one of those things that is really difficult to put your finger on.
Every year a good percentage of my students come in to my class for the first time and announce "I can't do art".
[insert dumbfounded expression here]
At first I believed that these students felt this way because they didn't think they could draw perfectly. However, the longer I teach the more I realize that their refusal of art is stemmed from a fear of being crammed in a perfect little box full of people who do art "right". But Art is more than that, It's more than drawing perfect dimensions or painting a color wheel; it's a combination of technique, ideas, and personality that is unique to each individual person. But how in the world can that be taught? Even more pressing, how in the world can that be graded?
With this in mind, I believe that my job as an Art teacher goes much deeper than teaching students the fundamentals, history, and application of art. Of course these things are important - they help build knowledge and confidence which open the doors to many possible careers and opportunities. After all, learning the basics (and learning them well) is what got me started on my current path. But there is so much more to it than that. At the end of the day, if I don't end up with 30 students who can paint perfect flowers, that's okay. I'm more concerned with students who can think for themselves and defend their thoughts. Because really, when we get down to it, that's what Artists really are.
Here, in a neat and tidy list format, are what I consider to be my job requirements, beyond the basics:
1. Help students to understand that art is not scary and intimidating and that everybody is good at something. I accomplish this through modifications and scaffolding. By breaking down the scary parts of art into simple steps but allowing students to follow me or go off on their own, students can move at their own pace; Advanced students don't feel bored and limited and basic students don't feel thrown in the deep end. I provide a lot of modification and lesson choice, allowing students to feel real ownership for not only their product, but also their process. In addition, I believe that the more art I expose students to (both contemporary and traditional) the greater their chance of finding something that "clicks" with them and helps them find their niche.
2. Create an environment that encourages students to be mobile and self sufficient. I want to teach students how to do things for themselves, and then (lovingly) kick them out of the nest. I think that so often students are scared to try something new because in a lot of the other areas of their life they are not given the freedom to make mistakes. I set up my environment to be extremely self-serve; students know where materials are, how to use them, how to put them up, and which materials are used for what. I encourage "experts" to take on leadership roles and defer confused students to them, that way students are learning from their peers, and advanced students are continuing their education through teaching (which is, after all, a great way to learn).
3. Facilitate the "why". Why do you want to use a straight paint brush instead of a round one? Why is it important to glue before you tape? Why do you think you need to add a lighter color to this area? Why is Jackson Pollock famous? Why does your project need to be .5" thick? These "why"s prepare students for life, where they are going to need to problem solve by themselves. I want students who leave my class to be independent and critical thinkers, not little robots.
Every year a good percentage of my students come in to my class for the first time and announce "I can't do art".
[insert dumbfounded expression here]
At first I believed that these students felt this way because they didn't think they could draw perfectly. However, the longer I teach the more I realize that their refusal of art is stemmed from a fear of being crammed in a perfect little box full of people who do art "right". But Art is more than that, It's more than drawing perfect dimensions or painting a color wheel; it's a combination of technique, ideas, and personality that is unique to each individual person. But how in the world can that be taught? Even more pressing, how in the world can that be graded?
With this in mind, I believe that my job as an Art teacher goes much deeper than teaching students the fundamentals, history, and application of art. Of course these things are important - they help build knowledge and confidence which open the doors to many possible careers and opportunities. After all, learning the basics (and learning them well) is what got me started on my current path. But there is so much more to it than that. At the end of the day, if I don't end up with 30 students who can paint perfect flowers, that's okay. I'm more concerned with students who can think for themselves and defend their thoughts. Because really, when we get down to it, that's what Artists really are.
Here, in a neat and tidy list format, are what I consider to be my job requirements, beyond the basics:
1. Help students to understand that art is not scary and intimidating and that everybody is good at something. I accomplish this through modifications and scaffolding. By breaking down the scary parts of art into simple steps but allowing students to follow me or go off on their own, students can move at their own pace; Advanced students don't feel bored and limited and basic students don't feel thrown in the deep end. I provide a lot of modification and lesson choice, allowing students to feel real ownership for not only their product, but also their process. In addition, I believe that the more art I expose students to (both contemporary and traditional) the greater their chance of finding something that "clicks" with them and helps them find their niche.
2. Create an environment that encourages students to be mobile and self sufficient. I want to teach students how to do things for themselves, and then (lovingly) kick them out of the nest. I think that so often students are scared to try something new because in a lot of the other areas of their life they are not given the freedom to make mistakes. I set up my environment to be extremely self-serve; students know where materials are, how to use them, how to put them up, and which materials are used for what. I encourage "experts" to take on leadership roles and defer confused students to them, that way students are learning from their peers, and advanced students are continuing their education through teaching (which is, after all, a great way to learn).
3. Facilitate the "why". Why do you want to use a straight paint brush instead of a round one? Why is it important to glue before you tape? Why do you think you need to add a lighter color to this area? Why is Jackson Pollock famous? Why does your project need to be .5" thick? These "why"s prepare students for life, where they are going to need to problem solve by themselves. I want students who leave my class to be independent and critical thinkers, not little robots.
