Philosophy of Art Education
I believe teaching should be inclusive, collaborative, culturally responsive, and embrace a constructivist approach; understanding learners ultimately need to construct their own meaning for learning to be transformational. I also believe the visual arts are a vital and critical part of cultural development and personal authorship in the learning process. This development and authorship makes learning in the arts deeply personal; nourishing important conceptual pedagogical foundations in art education such as: sense of identity, inclusion, an appreciation for an array of differing/diverse perspectives, practice in exercising creativity and innovative practices, personal expression, an awareness of the greater world, and career-readiness in art and design-related fields.
As an art educator in higher education, it is my role to equip students with an enthusiasm for: the visual arts and visual art education; advocacy of the visual arts; cultural exploration through the arts; an appreciation for classroom diversity and creating community; models for social justice infused curriculum; exposure to the building blocks of creativity; the educational value of using one’s imagination; tangible skill-sets within the content knowledge; the production value of object-making and producing meaningful content; curricular contexts for learning; reflective analysis; and a sense of identity and purpose in the contemporary classroom..
As an art educator in higher education, it is my role to equip students with an enthusiasm for: the visual arts and visual art education; advocacy of the visual arts; cultural exploration through the arts; an appreciation for classroom diversity and creating community; models for social justice infused curriculum; exposure to the building blocks of creativity; the educational value of using one’s imagination; tangible skill-sets within the content knowledge; the production value of object-making and producing meaningful content; curricular contexts for learning; reflective analysis; and a sense of identity and purpose in the contemporary classroom..
