Through teaching I help provide students with a relevant and crucial understanding of the arts while also providing students with an opportunity for creativity exploration and self-expression. I want to enable students to further develop critical thinking skills and creative thinking skills. In my classroom, it will be implemented that all artists are problem solvers. I will be there to accelerate students’ growth, challenges, and success through art making and artistic problem solving.
As an art educator, I am constantly learning with each day of experience in and out of the classroom. Everyday is a chance for me to further expand knowledge, understanding, and skills of teaching art in the classroom. I expect to continue to learn from my students as they continue to learn from me. My objective will be to introduce each individual student with the confidence and enthusiasm to create, interpret, play, and discuss art while also having fun with it.
I would like to be the bridge that connects the students to their own motivation, creativity, and self-incentive to create and generate works of superlative art. Art pushes student learning and I work to facilitate learning in an enjoyable way, incorporating personal and relevant connections with each student. I will set the example to work well with others while consistently being positively motivated and innovative. I venture to help individuals explore their unique creativity levels to reach innovative opportunities they never thought possible. I will assist students in critical thinking, creative expressing, and learning of the visual arts. Passion, flexibility, and individual understanding will influence my teaching. I believe the best way for efficient learning is through hands on experience, establishing personal connections each step of the way.
Planning begins with reflection on what has already transpired and thought concerning what is to occur. Reflect: what do the students know, what can they do, what is their personal/cultural frame of reference? Think about: what does the curriculum prescribe, what are the standards involved, what do I, the teacher, know, what experiences will help the students build knowledge and skills? Good teaching does not pour knowledge into the heads of students, but engages them in actively constructing new knowledge built on previous experiences and personal purposes (Henderson, 1992).