Philosophy and Diversity Statement

I am passionate about teaching art because art is what makes the human experience beautiful. We connect with each other through art. Art allows us to make sense of ourselves, each other, and the world around us. I believe that everyone is born with creativity, and it is my role as an art educator to nurture the inherent creative self that exists within each of my students. Being an art teacher allows me to help students understand themselves, each other, and their world. 

When I am teaching art, my goal is to foster my students’ creativity. This means supporting their ideas, and introducing them to new techniques and ideas that might inspire them. Technical skills are a tool to help students communicate their creative ideas, and teaching skills to build students’ confidence in a variety of mediums is important. However, I don’t believe that technical skill should ever come before creative expression. 

In my experiences, the most effective methods for teaching involve providing students with the opportunity to make meaningful choices about their own art-making. I teach primarily within a TAB (Teaching for Artistic Behavior) framework. TAB is an evidenced based teaching framework that introduces students to different materials in “studios,” with skill-building exercises that introduce them to various techniques. They are then able to explore whichever materials and concepts the​​y choose, and are given the opportunity to nurture and follow their own artistic impulses. It is my priority as an art educator to empower my students to trust their artistic ideas and expand their creativity.

Fostering a safe and welcoming learning environment is crucial in the art room. My teaching practice is student-centered, and I approach classroom management with kindness and positivity. Engaging students in movement activities and song helps build community and create a safe space in my classroom. I believe the physical environment of the classroom should also be welcoming, with clear labels, accessible tools, and spaces where students can take a break when needed. My lessons are differentiated by design, and I believe that every student can be successful in the art room. 

As an art teacher, I am committed to the ongoing work of supporting and advocating for equity and diversity in my classroom. I know that building relationships with my students creates the foundation for me to support the needs of diverse learners, and by providing a safe and respectful space in my classroom I hope to build an environment in which students feel supported. Being conscious of social and emotional learning is an important aspect of this, and supporting students’ social and emotional needs helps students coming from a variety of situations engage with my class and feel safe. This includes working in a culturally responsive way, paying attention to ways in which students with different backgrounds learn, and working to create lessons that connect to their lives in a meaningful way. I also work hard to be aware of how bias impacts historically marginalized students, and I have a commitment to engaging in ongoing social justice, anti-racist, and anti-bias work.

As an art teacher, I strongly believe that it is important to diversify and decolonize my content. This means reflecting on my own language, and noticing how to utilize inclusive language. My work diversifying classroom content also includes breaking out of the Western art historical canon, and instead highlighting diverse artists from many cultures, with a focus on contemporary artists. Every time I create a new lesson, I try to look for a contemporary artist who works within that discipline, focusing on women, LGBTQ+ artists, artists of color, indigenous artists, and disabled artists. Introducing students to diverse artists will help all of my students see themselves as artists. 

It is important to me that all students are given the support and opportunity to succeed in my classroom. In my experiences working with multilingual students, I have found it helpful to provide translations for key parts of the lesson, particularly when it comes to specific techniques or instructions. This ensures that students who are learning English can still access the content and have a positive art-making experience, and I have seen the way that these translations allow students to feel more comfortable in my classroom.

As an art educator, I am always learning. I approach my practice with an open mind and a willingness to grow. Through consistently reflecting on my teaching and gaining new perspectives, I can foster my students’ creativity, support their social and emotional needs, and continue the important work of advocating for diversity, equity, and inclusion within my classroom.