Art Teaching Philosophy

When considering my art teaching philosophy, I first think of how I redefine a title I give to all of my students, artists.  I think the typical image that is conjured along with the title artist is associated with pure talent and skill.  However, as an art teacher, I feel it is my responsibility to encourage the creative capabilities that all students possess.  With a curriculum that is tailored to these capabilities, students discover what their art can become beyond technical expertise.  

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Process over Product

I believe that art is a fluid, investigative practice.  With brainstorming, collaboration, and exploration with materials, the process part of creating is where all of the learning occurs.  This is why in my practice I emphasize the process of creating over the final product.   

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Art Makes Connections Beyond Standards

In addition, students that are less confident in their artistic abilities are usually led to decide that their future professions are unrelated to the arts and that art is a separate entity from themselves.  If sustained with limiting art curriculums that only revolve around standards (line, shape, texture, etc), these ideas can result in students forsaking their creative potential.   It is through my own experience creating that I find moving beyond these basic, technical standards into expressive, interdisciplinary, and reflective artmaking, is when art lessons can create a more meaningful and connective impact.   

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Artist as Encouragement and Creative Potential

When I give students the title of artist, it is to liberate.  It functions as an encouragement to move past the doubts that students will already have when addressing the artwork they create, and as a symbolizer to the creative capabilities that all possess.  Artmaking is encouraged to be a journey of discovery, exploration, and play.  As students make these discoveries I am doing the same alongside them because I am an inquisitive artist as well.  

   

Interdisciplinary Connections

Therefore, I make it my responsibility to encourage and boost the artistic confidence of students who do and do not immediately self-define as artists.  By establishing connections to coursework and community with the arts, students who self-identify from other passions can be given the opportunity to explore those fields further in a different framework.   

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Investment on Reflection

In consequence, I compel students to reflect on how these interests intersect with art practice.  Interdisciplinary art exploration with technology and reference to contemporary art practice can lead students who would otherwise be dormant in their creative interests to generate new connections between themselves, their communities, and the workforce they will choose to pursue.  Through providing reflection activities or discussion in every lesson, I will foster student artists to be risk-taking, inventive, and reflective practitioners with the arts in connection to further discovering themselves and the world around them.