TEACHING PHILOSOPHY
Art is part of a strong foundation that every student’s education should be built upon. It’s not just about painting and sculpting, it is about thinking creatively, making decisions, problem solving and reflecting. My goal as an art educator is not to transform my students into professional artists but instead prepare them with transferable skills for the 21st century.
Know, Understand, Do
Art is a subject that is filled with several concepts, techniques, and terminology. In order for students to fully understand these ideas, a process similar to “know, understand, do” is used.
Formative & Summative Assessment
Assessment is not only for students, it also helps the teacher better tailor a lesson to each student. Formative assessment includes things such as in-progress critiques, checks for understanding, discussions and reflections. This type of assessment can be useful to show student comprehension and student progress. Summative assessment includes things such as final projects, shows, critiques, and reflections. This can be useful to see if students understood the content and if they can properly apply the ideas.
Authentic Assessment
Student input is very key when creating assignments and assessments. A complete and thorough rubric is essential for projects, but it should also allow for student involvement. Involving students in assessment allows them to play an active role in their education. It allows them to set expectations for themselves and be held responsible for the guidelines they create.
Reflection
Making connections between art and past experiences enhances the meaning. Without reflection, students are just going through the motions. Reflection allows students to comprehend what they have done and the decisions they have made. It is also important because reflection leads to creation. It allows students to walk away with meaningful feedback that can be applied in a future project.
Know, Understand, Do
Art is a subject that is filled with several concepts, techniques, and terminology. In order for students to fully understand these ideas, a process similar to “know, understand, do” is used.
- Understand what the students already know.
- Learn new information and expand
- Apply knowledge in a larger context.
- Repeat to ensure that it remains long after the lesson.
Formative & Summative Assessment
Assessment is not only for students, it also helps the teacher better tailor a lesson to each student. Formative assessment includes things such as in-progress critiques, checks for understanding, discussions and reflections. This type of assessment can be useful to show student comprehension and student progress. Summative assessment includes things such as final projects, shows, critiques, and reflections. This can be useful to see if students understood the content and if they can properly apply the ideas.
Authentic Assessment
Student input is very key when creating assignments and assessments. A complete and thorough rubric is essential for projects, but it should also allow for student involvement. Involving students in assessment allows them to play an active role in their education. It allows them to set expectations for themselves and be held responsible for the guidelines they create.
Reflection
Making connections between art and past experiences enhances the meaning. Without reflection, students are just going through the motions. Reflection allows students to comprehend what they have done and the decisions they have made. It is also important because reflection leads to creation. It allows students to walk away with meaningful feedback that can be applied in a future project.
Choice
Choice in the art classroom is something that is very important to both the student and teacher. Giving choices allows for the students to make their own decisions and take ownership of their art. It also allows students to think critically, reflect upon their decisions, and gain confidence. As the teacher, I will facilitate choices by questioning students and leaving project guidelines open-ended.
Differentiation
Differentiation in the classroom ensures that every student is reaching their full potential. It allows students the opportunity to make relevant art using developmentally appropriate practices. Differentiation can be seen in the art classroom in a variety of ways including:
Culture
The art room welcomes all students with the opportunity to make, share, and critique art. Classroom culture should support the student’s learning. Students are expected to have a positive attitude and to respect each other, the teacher, and the materials. The art room encourages creativity, problem solving, and socialization.
The Classroom
The set-up of the art classroom is purposeful in every way. Posters are placed in strategic places, student artwork is displayed, and the arrangement of furniture allows for ultimate productivity. The room is also designed to accommodate students with special arrangements such as seating. Students have access to materials during the school day and can receive permission to use those materials outside of class time.
Choice in the art classroom is something that is very important to both the student and teacher. Giving choices allows for the students to make their own decisions and take ownership of their art. It also allows students to think critically, reflect upon their decisions, and gain confidence. As the teacher, I will facilitate choices by questioning students and leaving project guidelines open-ended.
Differentiation
Differentiation in the classroom ensures that every student is reaching their full potential. It allows students the opportunity to make relevant art using developmentally appropriate practices. Differentiation can be seen in the art classroom in a variety of ways including:
- Content: Content can be varied by using multiple methods to get information to the students including things such as notes, demonstrations, presentations, technology, and examples.
- Process: The process can be changed for each student by giving the student numerous options of media that will still accomplish the learning goal.
- Grading: The process of grading can be personalized to each student by allowing them to create their own rubrics and guidelines.
- Learning Environment: The environment can be altered for each student by creating multiple atmospheres such as a quiet area, places to sit alone or with groups, the option to wear headphones and play music, and the choice to take breaks when appropriate.
Culture
The art room welcomes all students with the opportunity to make, share, and critique art. Classroom culture should support the student’s learning. Students are expected to have a positive attitude and to respect each other, the teacher, and the materials. The art room encourages creativity, problem solving, and socialization.
The Classroom
The set-up of the art classroom is purposeful in every way. Posters are placed in strategic places, student artwork is displayed, and the arrangement of furniture allows for ultimate productivity. The room is also designed to accommodate students with special arrangements such as seating. Students have access to materials during the school day and can receive permission to use those materials outside of class time.