TEACHING PHILOSOPHY
Teaching and learning are simultaneous. They build off each other; one cannot happen without the other. My goal is to be a continuous teacher and learner. I foster both these objectives by focusing on three main avenues: hands-on experiences, diversity exposure, and cross curricular connections.
I am a grounded learner, meaning that I find importance in the philosophies of the world, but that I need to find ways in which the theories connect to my physical doing. I am hands-on. There is a difference between watching a National Geographic documentary about the Serengeti and actually being on safari. In order for me to completely grasp the concepts of anything I need to physically interact with that activity and the people that do it. I exude this hands-on learning style in my teaching as well as in my learning. Demonstrating tasks, specifically artistic processes, is vital to my teaching approach. I believe discussion is important, but that by having students actively take part in lessons they absorb more; passive learning in not an option in my classroom. This idea does not just benefit students studying art, but in all aspects of human interaction. It builds on active listening, active voice in writing, and active participation in areas of other study. To participate is to grow in a community and to grow the community itself. Learning and teaching do not just happen within the confines of the classroom. I believe that both must happen in every community. Although I spend much of my time there, my world is not just the classroom, but instead many facets of society. Diversity is fostered in exposing oneself to as many communities as possible. My goal as a teacher is to expose my students to as many differences as feasible. It is important to remember that diversity is not found solely by geographically region or skin color, but also through generational difference, difference in family values, and difference in experience. People can be diversity, culture can be diversity, religion can be diversity, gender can be diversity, and even dress and appearance can be diversity. Art and culture are one in the same. Through the student of art, students are able to discover other cultures and draw connections to their own. These connects are what further nurture communities and creates peace and understanding amongst all. Personally, my goal is to expose myself to as much diversity as possible to better understand the world around me. I do this by traveling as often as I can, by evolving my ways as often as feasible, and by listening to others’ opinions, experiences, and stories. |
Art is the vehicle to connection. Art is the glue holding learning together. Art is freedom from the restrictions of standardized learning. I believe that all these statements are true and vital in understanding the importance of the studying and creating art. Through creation students are able to support and further all areas of learning, whether that be in math, English, social studies, etc. Cross-curricular connections in the art room are as important as graphite in pencils. As an artist myself, I make work which deals with my own obsessions, questions, and research. Interests and conceptual connections are what drive contemporary artists and it is also important in the art classroom.
Ultimately, I am interested in teaching for and learning from an international community; an openly diverse group of people who are eager to expand their understanding of the world. I most often find this openness in young children. Working with groups passionate about discovery, curiosity, and imagination is necessary to me. I believe that experiences, differences, and drawing connections foster learning, which fosters teaching; the cycle is endless. |