ART EDUCATION
PHILOSOPHY
Every child is an artist. The problem is how to remain an artist once you grow up.
- Pablo Picasso
- Pablo Picasso
My philosophical approach to art education focuses on the development of the individual student and the expression of their own creative style. As we were all created to create, I believe students are more than capable of producing great works of art at any age and my role is to inspire and empower them to think like artists. Artists are intent observers of the vibrant world that surrounds them; they see the world through a lens of “feelings” translated to colors and shapes on a blank canvas.
HOW I TEACH
My MBA education taught me to be productive, resolve my curiosity creatively, work across disciplines to achieve common goals and be flexible in my approach to obscure challenges – this all applies to art education. Flexibility is not just a skill but the creative courage to be comfortable with the ambiguity of a blank canvas, be patient in the commencement and progression of an idea, and the discipline to research and integrate found knowledge into a meaningful work of art. I am developing students that are imaginative, curious, that seek answers to questions, develop ideas, and of course enjoy the process. Artists are open-minded and innovative in their capacity to follow through with the art making roller coaster – the daunting journey of connecting traditionally unrelated dots. The dots being visual cues, an elicit emotional response, and the artists interpretation of that emotional response.
A teaching goal of mine is to inspire students to never give up on the art process until they create a product that they are proud of. My expectations are set high because I know my students are more than capable. I expect for students to follow ART – Aim to do their best, Respect me as the teacher, their peers, and art room/ supplies, and Trust the art process. With differentiated lessons I can accommodate all types of learners. The same process of creating art is taught in multiple ways and techniques to reassure student success and boost their confidence. The lessons that I develop focus primarily on broadening my student’s worldview. Depending on their age my students learn through reading, art history, culture, and exploration, etc. Students build literacy skills through Art Criticism – describing elements and subjects, analyzing composition and design, interpreting meaning and content, and evaluating skill and techniques within master works, works of contemporary artists, and student artwork.
I grade according to the 6 C's of Art, which are as follows: Creativity, Critical Thinking, Collaboration and Communication (following directions and participation), Curiosity (attitude and effort), and Craftsmanship (neatness).
JUSTIFICATION
In my classroom I am a facilitator and guide, giving students ample opportunity to ask questions, communicate their ideas effectively, develop their skills to properly use materials and learn new techniques. When students are confident in their understanding, they are resilient in taking no for an answer and are intrinsically motivated to create art that is meaningful to them. Artists who have the passion to make authentic art and make sense of their reality should be encouraged. The adoption of aesthetic attitude should be a priority – students must learn to take a step back from their creation and decide for themselves whether alterations can be made. Students should ask themselves if their artwork truly conveys the intended meaning behind it. By providing students with the space to be creative and challenging them to fight through initial insecurities of the process, they can create a product that they believe in.
HOW I TEACH
My MBA education taught me to be productive, resolve my curiosity creatively, work across disciplines to achieve common goals and be flexible in my approach to obscure challenges – this all applies to art education. Flexibility is not just a skill but the creative courage to be comfortable with the ambiguity of a blank canvas, be patient in the commencement and progression of an idea, and the discipline to research and integrate found knowledge into a meaningful work of art. I am developing students that are imaginative, curious, that seek answers to questions, develop ideas, and of course enjoy the process. Artists are open-minded and innovative in their capacity to follow through with the art making roller coaster – the daunting journey of connecting traditionally unrelated dots. The dots being visual cues, an elicit emotional response, and the artists interpretation of that emotional response.
A teaching goal of mine is to inspire students to never give up on the art process until they create a product that they are proud of. My expectations are set high because I know my students are more than capable. I expect for students to follow ART – Aim to do their best, Respect me as the teacher, their peers, and art room/ supplies, and Trust the art process. With differentiated lessons I can accommodate all types of learners. The same process of creating art is taught in multiple ways and techniques to reassure student success and boost their confidence. The lessons that I develop focus primarily on broadening my student’s worldview. Depending on their age my students learn through reading, art history, culture, and exploration, etc. Students build literacy skills through Art Criticism – describing elements and subjects, analyzing composition and design, interpreting meaning and content, and evaluating skill and techniques within master works, works of contemporary artists, and student artwork.
I grade according to the 6 C's of Art, which are as follows: Creativity, Critical Thinking, Collaboration and Communication (following directions and participation), Curiosity (attitude and effort), and Craftsmanship (neatness).
JUSTIFICATION
In my classroom I am a facilitator and guide, giving students ample opportunity to ask questions, communicate their ideas effectively, develop their skills to properly use materials and learn new techniques. When students are confident in their understanding, they are resilient in taking no for an answer and are intrinsically motivated to create art that is meaningful to them. Artists who have the passion to make authentic art and make sense of their reality should be encouraged. The adoption of aesthetic attitude should be a priority – students must learn to take a step back from their creation and decide for themselves whether alterations can be made. Students should ask themselves if their artwork truly conveys the intended meaning behind it. By providing students with the space to be creative and challenging them to fight through initial insecurities of the process, they can create a product that they believe in.
Process Art PROCESS ART is about the creative process of making artwork - not necessarily the end product.
CHARACTERISTICS There is no specific way of how it should look. There is no right or wrong way to do it. It is important not to correct how/ where they draw, glue or paint things. The finished product is completely the child's own. It should be an open-ended, enjoyable experience. The role of the educator is to encourage and support the creative process. BENEFITS Fine motor skills Self-Confidence and Expression (which can foster emotional intelligence) Cognitive development (problem solving) |
Product ArtPRODUCT ART is doing a project to make a particular end product.
CHARACTERISTICS Step-by-step instructions to follow. Teacher creates a sample for children to follow. There is a finished product in mind. Finished art looks essentially the same. The role of the educator is to ensure children's final product is done correctly. BENEFITS Learn new art techniques Learn how to use specific art tools Develop fine motor skills |