Philosophy
Not long ago a colleague of mine told me that her fourth graders had written essay's on their "Favorite Room." One student chose the art room because it makes him, "feel happy, lets me express my ideas, and is a fun place to be."
The teaching environment is closely incorporated into the art making process; feeling positive when entering a learning space is essential for learning focus and growth. Students enter art rooms with smiles on their faces, excitement, and questions-What are we doing today? Are we using clay? Are we painting? Do I need an apron? As an art teacher it is my goal to sustain this curiosity.
Openly guided lessons allow students to enjoy the freedom authentic ideas can bring. Unique ideas can lead students on journeys to experimentation, realization and emotional release. However, art education provides students with greater life sustaining tools than creative expression alone-critical thinking and decision making are vital to the artistic process. Comprehensive art education programs increase positivism and acceptance of self and others by increasing awareness and developing tolerance towards new ideas and concepts. Fundamental skills and visual awareness are developed and integrated into other subject matter creating visual pathways to comprehension; achieved through alternate teaching and learning methods. All teachers should enable students to become responsible for their own learning. This can be accomplished through tiered lessons and a variety of teaching styles. Art teachers are responsible for helping students make visual connections between subjects, concepts and the world.
It is important for art educators to have great knowledge and love of their subject matter, a dedication to teaching and learning, the ability to communicate effectively, and excellent organizational and classroom management skills. Art teachers must also have the ability to set in motion creative expression, guiding students with the right amount of scope and structure.
