My Teaching Philosophy
I am interested in the pedagogy of a curiosity driven, project-based, interdisciplinary, student-centered classroom that is run like a community creative space. I place high priority on helping students engage with art in intentional and meaningful ways that can strengthen their self-confidence, deepen their learning in multiple subjects, and strengthen their skills in self-expression, problem-solving, collaboration, visual literacy, and communication.
Student engagment
Engagement begins with creating lessons and units that relate to students' natural curiosity, real life experiences, vivid imaginations, and reflections of themselves. Higher thinking learning should be research based, intentional, personalized and accessible to maximize student engagement.
No matter the age group I am teaching, I use multiple methods to support student engagement, such as movement, music, imaginative play, game play, real-life scenario, cooperative/collaborative learning, inquiry-based learning, pop culture reference, connecting to student interests, cross-curricular/integrative lessons, and low stakes material explorations
Classroom management
I feel effective classroom management begins with engaging lessons that are universally designed for all students to achieve success and creating a positive relationship between the teacher and the students. I make a point to get to know my students, not just their skills and challenges in the classroom, but also getting to know who they are outside of school.
Classroom management also includes having routines, clear expectations, and repetitive direction that is explained, demonstrated, and modeled to support student understanding. Behavior expectations are clearly outlined and explained, with alignment to district and school-wide goals.
Assessment of learning
My approach to assessment begins with the central focus and objectives I have created for the unit, the state standards I have linked to the unit, and the scaffolding needed to support student success on the final project.
I use multiple formative assessments during the unit — such as peer share, hand signals during class discussion, worksheets, observations during material exploration, one-on-one with students, having the students “reteach me” or each other, portfolios, sketchbooks, and observation during project creation.
Multicultural perspectives
For each unit I created, I introduce artwork and artists that explore the same central theme that the students will be thinking about. I intentionaly include multiple current and historical artists of all cultures locally and across the world so that students can get a well-rounded perspective on the topic and see themselves in the field of art.
Differentiation and universal design
Creating units with universal design in mind will help eliminate barriers to learning and support all students finding entry points into the lessons, multiple paths to showcase learning, and provide opportunities for knowledge extension. My lessons are created using a central concept that is scaffolded and structured, yet open-ended enough to allow for flexibility for all students to meet the objectives.
Collaboration in and out of the classroom
Collaboration of all types — ideas, processes, routines, organization, problem solving, and creation — is common practice for students inside the art classroom. I believe it can also be common practice outside the classroom, among the art teacher and fellow teachers at the school and within the district. Sharing concepts of math, science, literacy, music, movement, and community building can be sources for collaboration and interdisciplinary work.
Collaboration can also happen outside of the school building — with other schools in the district and families, artists, businesses, organizations, and non-profits within the community.