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Artist-Teacher Statement

“Education is a social process; education is growth; education is not preparation for life but is life itself.” 
― John Dewey

          Art education is a reciprocal union between student and teacher. Using the term “Artist-teacher” defines an educator who identifies with both artist and teacher. Being a model for students through my own studio habits, I will encourage my students to develop their own creativity. Not only will I be directing lessons, I will also absorb students current interests, culture, talents, and environment to create a better dialogue with each student since each has the potential to be a creative innovator.

         Students should feel comfortable about their metamorphosis and growth, accepting that perspectives change, questions will change, and insight will evolve. Even subtle growth can have great impact on an individual. This development can help students vocalize their insights, freedoms, and capabilities. By being challenged, students can understand problem solving in a new light with possibilities of what painter Bob Ross calls “happy accidents”. Creating a safe space where critiques are productive for critical thinking; work is appreciated and acknowledged for what has been accomplished.

        A classroom should be relaxed and inspirational, with books, plants, and a shared collection of eclectic objects, such as rocks. I will modify the classroom as a student-centered environment, where it is comfortable for every student, taking in considerations toward improving their learning. Some students have specific needs, so I will make accommodations in the classroom. For example: a quiet and clean area, free from distractions for a student with attention problems, or intentional seating arrangements for students that may have hearing or vision impairments. This classroom arrangement is based on the universal design, where students with varying disabilities or difficulties can have an accessible classroom and supplies that aid their needs, without stigmatism. I will have a learning center to accommodate students who need the extra resources, such as those who are visually impaired. In this learning center there are multicultural and diverse materials, resources, related classroom activities, and games. It will be a great place to expand further if a student finishes a project early or if they need more assistance. My resources, provided in this learning center, will offer multiple ways to engage students of every sensory need as well. By supplying tactile-kinesthetic, technological, auditory, and visual resources in my learning center, each student can learn in their specific style.

          Methods I will utilize in the classroom will be to simplify directions and instructions;

following with thorough explanations, and demonstrations of key lesson points. I will use visual reinforcements such as worksheets, handouts, and reflections to assess students progress. As a class we will occasionally refer to graphic organizers to help the creative thought process.

         Some strategies I use throughout my lessons are based on Gardner's Multiple Intelligence, where I am embracing different learning styles so every student can process information in a way that makes sense to them. A few other strategies I refer to are cooperative learning and tiered lessons, this allows each student to play a part in a group that will make a difference with what they are learning.

         To assess students progress, I would look at persistence, reflectiveness, material and idea explorations, the abilities to talk about lessons learned, understanding the art history of which it has response, an expression of an idea or intent and the use of observational skills to assist the concept. This roughly follows the “eight studio habits of mind”1 of strategies that I will refer to when I'm observing and assessing the students.

          By providing an online resource blog, students can respond and explore art beyond the class for further interest or references. Also students would be able to share with others appropriate, creative responses; either through a found source or something that they have made. With students heavily interested in technology this will provide an extra outlet for them. This would allow myself and others to share and learn more about one another such as other cultures, integrated content, relevant events within the art world, and relation to classroom content.

On this blog students could venture through online art museums or other inspiring sites. I feel strongly about visiting museums as a class to observe, learn and reflect about pieces that have impact on our history, and how it applies to us. This would offer insights and other perspectives beyond their own. Museums also provide artifacts that reveal significance of various periods and cultures.

          As an art teacher, my goal is to provide opportunities for students to gain technical skills. More crucially I hope to challenge cognitive abilities, build creativity, work and have fun within a diverse group of learners and inspire them to integrate art into other curriculum. By maintaining my own interest in related subjects; I hope to encourage growth through teaching a process of discovery.

 

 

 

 

 

1Hetland, L. (2013). Studio thinking 2: The real benefits of visual arts education (2nd ed., p. 6). Teachers College Press.

 

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