My teaching philosophy is centered on creative thinking, assertion of the self, and discovery. I see my role as an art educator as that of fellow inquirer, learner and facilitator. I am also a proponent of 21st-century skill development and project-based learning. As an educator, I hope to help students experience the world in a more critical, exploratory way through hands-on learning. Part of that involves cultivating creativity and innovation while also honing fine art skills through the focused use of, and experimentation with, different materials including technology.
I see creativity as the inventiveness of the production of ideas and creations that are personal, original and meaningful. Creativity also aids interdisciplinary learning so that students can make connections for a more meaningful learning experience. Interdisciplinary learning is valuable because it fosters the application, integration and transference of knowledge; it also increases motivation.
I believe that design is an important element in any art program. Design has a place within lessons, but it also has a role in carefully addressing the display and presentation of artwork. Classroom design is important to me and I am inspired by the Reggio Emilia approach to education, which sees the environment as the “third teacher.” As a former Art Director and Graphic Designer, I find value in integrating design thinking into my curricula. I enjoy designing digital and printed materials and would like to stay connected to parents and fellow teachers through these media. Also, I see it as my teaching responsibility to help students understand electronic tools so that technology can be a part of art making in addition to a teaching aid. Since we are living in an era of digital globalization, I like to help students connect to the world by making meaning out of everyday life as well as understanding other cultures and perspectives.
Supporting 21st-century skill development is a priority in my curriculum. I accomplish this through learning activities that are project-based. These activities are connected to the real world; involve collaboration and hands-on learning; are interdisciplinary across multiple subject areas; require critical thinking and problem-solving; allow students to initiate, plan and manage projects; and expose students to different cultures and globalization. I am an advocate of STEAM education and support the inclusion of design to unite and strengthen the STEM subjects.
It is important to me to always be evaluating my curricula through reflection and receiving feedback from others. Professional development is a priority, which is why I am committed to continuing my growth through classes, workshops and attending conferences. Student feedback through assessment and self-evaluation is also valuable to my teaching. Structure supports student success, which is why rubrics can be helpful in addition to other forms of evaluation like peer review and written journal reflections. Reflection and dialogue with others and the self are key contributors to healthy development for the student and teacher. I see myself as both student and teacher and am a curious, life-long learner.
I see creativity as the inventiveness of the production of ideas and creations that are personal, original and meaningful. Creativity also aids interdisciplinary learning so that students can make connections for a more meaningful learning experience. Interdisciplinary learning is valuable because it fosters the application, integration and transference of knowledge; it also increases motivation.
I believe that design is an important element in any art program. Design has a place within lessons, but it also has a role in carefully addressing the display and presentation of artwork. Classroom design is important to me and I am inspired by the Reggio Emilia approach to education, which sees the environment as the “third teacher.” As a former Art Director and Graphic Designer, I find value in integrating design thinking into my curricula. I enjoy designing digital and printed materials and would like to stay connected to parents and fellow teachers through these media. Also, I see it as my teaching responsibility to help students understand electronic tools so that technology can be a part of art making in addition to a teaching aid. Since we are living in an era of digital globalization, I like to help students connect to the world by making meaning out of everyday life as well as understanding other cultures and perspectives.
Supporting 21st-century skill development is a priority in my curriculum. I accomplish this through learning activities that are project-based. These activities are connected to the real world; involve collaboration and hands-on learning; are interdisciplinary across multiple subject areas; require critical thinking and problem-solving; allow students to initiate, plan and manage projects; and expose students to different cultures and globalization. I am an advocate of STEAM education and support the inclusion of design to unite and strengthen the STEM subjects.
It is important to me to always be evaluating my curricula through reflection and receiving feedback from others. Professional development is a priority, which is why I am committed to continuing my growth through classes, workshops and attending conferences. Student feedback through assessment and self-evaluation is also valuable to my teaching. Structure supports student success, which is why rubrics can be helpful in addition to other forms of evaluation like peer review and written journal reflections. Reflection and dialogue with others and the self are key contributors to healthy development for the student and teacher. I see myself as both student and teacher and am a curious, life-long learner.