PHILOSOPHY
Do not seek to follow in the footsteps of the men of old. Seek what they sought. – Basho
Be curious. Explore. Learn for yourself. In the realm of art, be unique, original, be you. These are the phrases that come to mind when I read this quote - a quote that has meant so much in my life, my philosophy of life, and my philosophy of education. In the quote above Basho asks us to search for our own truth, to explore our world, ourselves, and to learn. I ask the very same of my students.
Art, like life, is a fluid process – ever changing and evolving. Many don’t realize that in Art, just as in any sport or in music the adage “practice makes perfect” applies. My approach to Art Education is one that embraces all students: From the most talented visual artists to the inexperienced and self-conscious. I believe that art can be learned. I believe that each student can learn and improve their artistic skills and gain a deeper appreciation for art and culture. Leonardo da Vinci was not born with all of the skills and knowledge that he possessed. He spent years and years learning, working, practicing, creating. In fact, I would argue that he, like many successful artists, continued growing and learning throughout his life: Seeking and searching for truth, knowledge, creation. Just as in the quote above, so in visual arts I encourage my students to seek their own truths. I encourage them to search, question, and learn all that they can and I encourage them to believe in themselves and their own abilities.
My curriculum and method of teaching incorporates a variety of different aspects of art education embracing all learners, learning styles and intelligences. Creating a variety of assessments and areas of learning allows more students the opportunity to be successful and to acquire skills and knowledge. I believe that art is an important academic subject and should be treated as such. So, along with the teaching of artistic techniques and skills, I incorporate Art History, Art Criticism, discussion, display, reading, and writing in the majority of my lessons. I believe these are all important in establishing a well-rounded Art program. That, of course, does not mean that ideas such as, self-expression, emotion, creativity, and reflection are ignored. Art is a reflection of both our inner and outer worlds. It is a personal statement and so uniqueness, expression, and emotion must be an integral part of the teaching and learning of the subject. I want my students to leave feeling inspired by the work that they create, the ideas that they have learned, and the works that they view.
A key to my philosophy also entails expectations. I have high expectations of all of my students and believe that each and every student can learn and that each and every student has something meaningful to offer. Of course the path that each student needs to take to be successful and to learn at optimum levels is different for all. Luckily in art, one-on-one teaching and learning is part of the studio experience and creating differentiated instruction is inherent. As I see it, it is my job to guide my students to be all that they can be, to learn all that they can learn…even if at times they seem to resist. Sometimes kids just need an extra push, or someone to believe in them. By establishing rewarding relationships with my students and showing them that I really do care about their learning and their well-being, I believe that I can make a difference in their lives.
When a student enters my classroom he or she will find that it is a place of acceptance, of inspiration and of growth, caring, creativity, and learning. Respect and responsibility are my two main disciplinary rules. Students need to feel safe in order to be able to learn comfortably and to express themselves in a subject that is often overwhelming for them. They need to feel that their work will be respected by all and that they can be unique individuals who create beautiful, meaningful art no matter what their skill level may be.
A student that enters my classroom will quickly find that learning the subject of Visual Art is a fluid process. It is a growth process that does not necessarily end when the period or semester is over. Art and Design, especially in our digital age, are a part of everyday life. Appreciating and learning about art is a process that develops as we grow. So as Basho writes…seek what the “men of old” sought. Seek knowledge and truth. Seek understanding. Seek life-long learning that makes life a richer, deeper experience. Seek creativity and inspiration in life. Seek Art.