Philosophy of Education
In my classroom I strive to facilitate arts learning experiences that are personally significant, exciting, and accessible to students with a variety of abilities and backgrounds while creating an understanding of art’s role in learning, community, and the world. My teaching promotes exploration, personal expression, and skill development through standards-aligned learning based in Studio Habits of Mind, Community Based Art Education (CBAE), and a Universal Design for Learning (UDL).
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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. I prioritize building these interdisciplinary skills (Develop Craft, Engage & Persist, Envision, Express, Observe, Reflect, Stretch & Explore, Understand Art Worlds), which support students’ creativity, confidence, and visual literacy, by introducing diverse artists and ideas, scaffolding students through the artistic thinking process, teaching skills in a variety of materials, and continuously asking myself the question of why we are learning. When contemporary art and Studio Habits of Mind are integrated into arts learning experiences students practice critical thinking, creative problem solving, and approaching 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 in my classroom at an elementary age includes providing students with opportunities to make choices within their learning and share experiences to foster ownership and engagement in the educational process as well as participating in complex dialogues surrounding arts, education, and more. 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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Lastly, all of these ideas are nothing if not accessible to all learners. Implementing the Universal Design for Learning proactively promotes personal significance and success for every student who comes through my classroom. By 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 maximize learning outcomes in the studio by providing opportunities to learn 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 strengths of each student while meeting the criteria outlined in the National Visual Arts Standards. 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.