Teaching Philosophy

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       I want to enter the teaching profession because I really love what I have been studying the past eight years and want to share that passion with others. Art has always been a part of my life, and as I study it more, I realize how much I want to continue learning about it. I believe the visual aspect of art integrates critical thinking that is essential in student development. My objective for teaching is to introduce skills, information, and techniques in order to transfer the same enjoyment I generate through creating to my students.

       The actuality of being in a classroom and watching students develop in the field of art is important to me. For example, before I even student taught I remember students in 6th, 7th, and 8th grade coming up to me and asking for feedback about a realistic image or print they were working on. I showed an 8th grade girl how to add shading to a print of her cat by making smaller cuts in an area. Advising what students need to look for in a reference image or how to create shading in a print helps me become interested in their artwork. As a teacher, I believe it is important to be engaged with not only the lesson, but the student’s art projects. Pointing out specific details help students know what to look for. This builds relevancy and motivates students.

       I decided to become a teacher because all fields of art interest me. A few of my favorite mediums include painting, printmaking, ceramics, and glass. I have the most experience in paint, but I really enjoy the process of printmaking. I am currently taking another ceramics class because I think it is interesting the endless possibilities available through glazing, handbuilding, and throwing. I think having taken an extra semester of ceramics and glassblowing will be

beneficial when teaching students interested in three-dimensional opportunities. I never learned a lot about throwing on a wheel in highschool, but in college I found out I wished I had. These are just a few of the art practices I want to share with my future students.

       My high school art teacher influenced my choice in studying Art Education. I loved his enthusiasm for the class and he inclined me to want to learn as much as I could about art. I remember working to finish a projector early so I had time to learn how to airbrush before the end of the year. I try to incorporate the passion my art teacher had when teaching a lesson in the way I teach. I also apply Madeline Hunter’s Direct Instruction Model when I teach to utilize demonstration when students struggle with a skill. This model has been useful when checking for student understanding and reaching the needs of students who benefit from visual demonstrations paired with oral instruction.

       Lastly, I have noticed I build off positive energy in the classroom as I teach. I have also learned students become more interested in a lesson when I show enthusiasm. For example, I taught a fresco painting lesson and referenced Michelangelo’s work after I studied abroad in Florence, Italy. The excitement I showed when talking about the Sistine Chapel engaged the students. Energy was also present in the students because they were excited about learning a new technique. I strive to create this positive energy in the classroom and will continue to push myself to become the best teacher I can.