Art is and always has been a reflection of an individual’s interests and identity within a culture and a curriculum that is rich in studio activities based on multiculturalism, cross-curriculum content and visual culture with supporting technologies engaging the learner in real-life applications, contemporary and historical content, skills and concepts relevant to art education and the 21st Century. A multi-cultural education is an area vital to my practice. All students need to see themselves reflected in the curriculum and that the contributions of all people from all cultures are valued. Exploring culture and identity in artifacts is an entry point for students to connect to. I believe in a broad educational background and understanding of the relationship of art to other school disciplines. Being conscious of cross curriculum opportunities and integrating to a creative process requires problem solving skills, visual, textural, and critical analysis along with acquiring aesthetic sensibilities by the learner. I believe in teaching students core concepts upon which they can build knowledge through diversity as one way to promote cognition, in the other approach through production, student’s apply the concepts and then develop an understanding and appreciation though achievement of successful outcomes. Studio activities are vital to my practice; these include painting, drawing, printmaking, sculpture, graphics, fabrications and crafts. I believe there is “studio thinking” and a framework that can be followed for student learning and success in the classroom. Three major components exist; demonstration and lecture, students at work and critique. I plan for learning by selecting and specifying goals, choosing subject matter, determining and implementing assessment procedures. I believe in initiating and guiding learning through motivation, presentation of information, discussions inquiry based, providing feedback and reinforcement, as well as varying instructional activities to suit the level.
I can best represent my teaching philosophy through example. Reflective-Self Portraits, a lesson I created focused on the media of found, reusable, recycled objects from the environment and identity. Students selected objects based on their own personal aesthetics to create a self-portrait costume for themselves in a relief sculpture. The theme focused on the idea that the materials student’s select are a part of a person’s environment and therefore an extension outside themselves. Students looked at the work of Mr. Imagination and how he uses recycled objects from the environment, as well as, Frida Kahlo’s depictions of herself in costumes for her self-portrait paintings and Pujili headdress from Ecuador, designer Jose Ignacio Criollo. The big idea being clothing design is a result of cultural and environmental influences. Mapping and vocabulary were addressed in the lesson as well as a reflective component of writing. Recently taking a college course, Technology in the Classroom, I believe integrating technology into the curriculum is essential for engaging students. As an art teacher I have always used visuals to present new concepts or ideas. Technology amplifies the learning by using audio, visual and text based immersion, doing, listening and watching. Students learn through participation, collaboration, exploration, critical reflection and feedback. Using visual culture and that selection of art to look at in the curriculum is essential in cultivating understanding and learning. Many aspects of visual culture overlap with the study of science and technology. A lesson I created for the classroom called Contour Cars, illustrates what I have learned and what can be done in the art curriculum. The learners engage in participatory learning through visual problem solving, formulating and answering questions throughout the lesson, investigating Eco-friendly cars, materials, mediums and methods, ultimately reflecting on the work and the lesson through digital portfolios, blog and group discussion. Finally, as a teacher it is my job to facilitate the learning, to problem solve, reflect on teaching, and seek ways to improve and innovate, all contributing to the success of both teacher and student in the 21st century art room. |