Welcome!
My Teaching Philosophy
Ever since I was able to grasp a pencil for the first time, I’ve had the innate desire to create something beautiful to share with others. I believe that anyone can learn about, create, and benefit from art education, and my classroom will promote this belief. Lessons will be made meaningful and relevant to each individual’s experience. My art class will be a structured, yet comfortable environment designed to efficiently cultivate, embrace, and challenge creative thinking skills. Activities will be student-centered and have specific, age-appropriate objectives that align with the Massachusetts Visual Arts Frameworks. My curriculum will include lessons that integrate academic content and address contemporary issues in the world and local communities.
I agree with the Reconstructivist philosophy, which deems art education as a tool for social, moral, and historical instruction. (Siegesmund, 1998) I also agree with the Expressionist perspective, which says that art education ought to be an outlet for creative expression, and should be utilized as an instrument for discovery about the world and self. Scientific Rationalists prove that learning art skills will result in measurable benefits in and out of school. Art is not only an essential subject that nurtures a commonly unused section of the brain, but it is also a catalyst for absorbing academic content more deeply. (Siegesmund, 1998) My philosophy is unquestionably a blend of all of these beliefs. In my personal experience as an artist and as an educator, art has taught me how to be mindful in an increasingly fast-paced world.
Art is a universal visual language; it is an imperative mode of communication that cultivates human development and stimulates critical thinking required for jobs in the 21st century. Art education should be valued because it is the backbone to increasing motivation and creating community involvement in a school system.
I am certain that art enhances quality of life in many ways, and I’ve always felt that it is my life mission to pass on and share this passion with my students.
Siegesmund, Richard. (1998). Why do we teach art today? Conceptions of art education and their justification. Studies in Art Education. Vol 39 (3), pp. 197-214.
I agree with the Reconstructivist philosophy, which deems art education as a tool for social, moral, and historical instruction. (Siegesmund, 1998) I also agree with the Expressionist perspective, which says that art education ought to be an outlet for creative expression, and should be utilized as an instrument for discovery about the world and self. Scientific Rationalists prove that learning art skills will result in measurable benefits in and out of school. Art is not only an essential subject that nurtures a commonly unused section of the brain, but it is also a catalyst for absorbing academic content more deeply. (Siegesmund, 1998) My philosophy is unquestionably a blend of all of these beliefs. In my personal experience as an artist and as an educator, art has taught me how to be mindful in an increasingly fast-paced world.
Art is a universal visual language; it is an imperative mode of communication that cultivates human development and stimulates critical thinking required for jobs in the 21st century. Art education should be valued because it is the backbone to increasing motivation and creating community involvement in a school system.
I am certain that art enhances quality of life in many ways, and I’ve always felt that it is my life mission to pass on and share this passion with my students.
Siegesmund, Richard. (1998). Why do we teach art today? Conceptions of art education and their justification. Studies in Art Education. Vol 39 (3), pp. 197-214.