Philosophy of Education
Through my teaching, I strive to facilitate arts learning experiences that are personally significant, relevant, and accessible to learners with a variety of abilities and backgrounds while creating an understanding of the significance of art in the world. I aim to promote the acquisition of interdisciplinary skills through community engaged arts learning experiences through Studio Habits of Mind; Community Based Art Education (CBAE); and Universal Design for Learning.
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As an educator, I am using a contemporary art informed curriculum to provide learning opportunities for students to develop Studio Habits of Mind. My teaching philosophy prioritizes supporting the building of these interdisciplinary skills as they bring students a new understanding of their own ideas and art’s role in the world as well as a means for exploring and engaging with their own world through the artistic thinking process. By integrating contemporary art & the Studio Habits of Mind into arts learning experiences, students learn to think critically, solve problems creatively, and approach challenges with resilience and flexibility, preparing them for success in an ever-changing world.
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The tenets of community based art education (CBAE), coined by Pam Lawton, consist of C.A.L.L.: connect, art based, listen, and learn. This informal approach to teaching and learning allows for experiential learning throughout the lifespan, where the story sharing and collaboration generated by CBAE can create empowering events and transformational experiences. Implementing these ideas includes providing students with opportunities to make decisions about their learning and share experiences to foster ownership and engagement in the educational process as well as participating in complex dialogues surrounding issues in arts and education. I am committed to creating a supportive environment built on trust, respect, and empathy where students feel confident engaging with these processes as learners and collaborators.
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Universal Design for Learning (Chardin & Novak) proactively promotes personal significance and success for every student who comes through my classroom. Recognizing the diverse needs and abilities of learners, I strive to create an inclusive environment that addresses variability and removes pre existing barriers to learning, which maximizes learning outcomes through learning from those who are different from ourselves. Additionally, by offering multiple means of representation, expression, and engagement, I aim to cater to the individual learning preferences and strengths of each student. By implementing UDL in my teaching I am fostering a culture of accessibility, flexibility, and equity, ensuring that every learner has the opportunity to thrive.
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References:
Chardin, K., Novak, M. (2020). Equity by design. Corwin.
Hetland, L. (2022). Studio thinking 3. Teachers College Press.
Lawton, P. et al (2019). Community-based art education across the lifespan. Teacher’s College, Columbia University.