Art is one of the most accessible and universal ways that people can communicate. Practicing art allows students to develop a visual language, to engage in a compelling means of self-expression and to cultivate significant habits of mind. My role as an art teacher is to offer interactions, experiences and environments that are the most supportive of my students’ learning and artistic growth. In my student-centered teaching, I focus on the individual needs of learners, differentiating instruction and providing an environment for individual growth and success.
The critique and reflection process is a vital part of my students’ experience. I work to provide my pupils with a range of opportunities for reflection, whether it is a divergent thinking exercise with a peer, stepping six feet back from one’s own work to see it from a new perspective, holding spontaneous conversations between classmates, or dividing into breakout groups at a “halfway point” for feedback. One of my favorite critique formats is to have students look at each other’s work in small groups and finish the phrases, “I like,” “I wish,” and “What if?” All of these experiences allow art students to become more fluent as they observe, analyze, and describe works of art and the process of making it. At the end of each endeavor, students reflect on what they have learned, what they could try next time, what they enjoyed, and what they are proud of.
Skills and creativity are enhanced by meaningful, real-world work. For example, in a team-taught Ornithology Science and Art course, my biology teacher colleague and I led students through a study of the habitats and behaviors of various bird species, visited the Montezuma National Wildlife Refuge to practice telephoto avian photography, helped lower school students create environmentally-friendly bird feeders, and participated in citizen science research on bird sightings for Cornell University. Holistic experiences like this foster student connections with the world around them through experiential, authentic learning.
I hope to instill the appreciation of a diverse array of cultures and artists, to encourage collaboration, to inspire students to stretch and challenge themselves, and to emphasize a growth mindset. I believe that I owe it to my students, as well as the school community, to approach my job with consistency, positivity, and warmth each day and to foster respect and equity. My relationships with my students are paramount and I know that their time with each of their teachers helps prepare them for life. We are each other’s greatest resources. Ultimately I want to see my students graduate as thoughtful creators, confident and engaged citizens, resilient spirits, and lifelong learners.
