Philosophy of Teaching
“All children are artists. The problem is how to remain an artist once he grows up."
Pablo Picasso
Picasso’s quote hangs just outside the door to my classroom. Making marks and drawing images are a child’s first steps toward writing and understanding written language. Providing students with opportunities to explore materials and express themselves visually is vital to child development.
Pablo Picasso
Picasso’s quote hangs just outside the door to my classroom. Making marks and drawing images are a child’s first steps toward writing and understanding written language. Providing students with opportunities to explore materials and express themselves visually is vital to child development.
As an art educator it is my goal to provide opportunities for students to explore materials and processes while I nurture their unique abilities and encourage their creative decision making. I refer to my students as artists and when appropriate I respond with, “you’re the artist, you decide”. I strive to balance teaching skills and techniques with creating a learning environment that fosters creative freedom.
With my years of experience teaching four year olds through adults I have a thorough understanding of child development. I understand when students transition from that carefree approach to making art in early childhood to an increased desire to create images that are more realistic. During the middle and high school years it is important to provide instruction to advance drawing skills while providing opportunities to explore nonrepresentational work.
With my years of experience teaching four year olds through adults I have a thorough understanding of child development. I understand when students transition from that carefree approach to making art in early childhood to an increased desire to create images that are more realistic. During the middle and high school years it is important to provide instruction to advance drawing skills while providing opportunities to explore nonrepresentational work.
In my classroom students have experiences with two and three dimensional art. They explore drawing, painting, collage, paper mache, ceramics, and mixed media. Students in grades three through six also use technology to make art ranging from simple paint programs to using imaging software to alter digital photos.
The Art of the Totem: 2012-13 6th grade ceramic project
This year 6th grade artists learned about the tradition of totems. We looked at examples of the carved wooden totems of Native Americans of the Northwest Coast. Out of respect for the Native culture, I didn't want students to attempt to copy this majestic art form on paper. I chose to have students interpret the tradition of the totem in ceramics. Students used slab construction, drape, and slump molds, along with constructing cylinders to create their totems. They will become a permanent installation in our school's courtyard.
This year 6th grade artists learned about the tradition of totems. We looked at examples of the carved wooden totems of Native Americans of the Northwest Coast. Out of respect for the Native culture, I didn't want students to attempt to copy this majestic art form on paper. I chose to have students interpret the tradition of the totem in ceramics. Students used slab construction, drape, and slump molds, along with constructing cylinders to create their totems. They will become a permanent installation in our school's courtyard.
Regardless of the students age, the lesson, or the process I strive to create a learning environment where students feel safe to express themselves and confident enough to take risks. Art by its nature is adaptive and all students can feel successful when engaged in the creative process. It is my hope that all of my students feel valued and respected.