Classroom Philosophy

PHILOSOPHY Art is made up of many different components and each plays a role in arts education. The first is the process that an artist takes to create a piece of art. I believe in utilizing this process in every unit in order to demonstrate to my students that the finished product is a result of their learning not the end goal. My students engage in brainstorming, sketching, and researching all before determining what their final product might look like. Similar to the writing process, students will then draft, revise, and produce a final product. Next are art techniques, which often becomes the theme of a unit. My students work with a variety of mediums and will learn several techniques throughout their years of school. I intentionally develop my curriculum to build new skills in drawing, three-dimensional manipulation, collage, painting, book making, portraiture and printmaking at a developmentally appropriate pace. Then, there is art history, which is used to help students’ value art, make cross-curricular connections, and develop an understanding of the arts role in society over time. My goal is to expose students to a
I strive to create an atmosphere that is welcoming, calm, and comfortable. I achieve this by providing flexible seating arrangements, which include working at traditional tables with chairs, stools, or standing. Students can also work with drawing boards on the carpet or on beanbags. I am lucky to work in a room with large windows that provide natural light, so I can limit the amount of harsh overhead lights we use during the day. To cut out the feeling of chaos, I store materials in closed cabinets and only leave out supplies for current lessons and the art room staples like scissors and glue. Student work is organized using a system that students learn to use, which prevents lost work and hectic cleanup