Teaching Philosophy

My passion for teaching art stems from a desire to fuel budding artistic talent into a sincere interest in art and a lifelong pursuit of creativity. I believe that art has boundless advantages. As children, we are introduced to art as a means of both learning through visual stimuli and play. Over time, the expectation that we create art or use it as a means of expression dwindles into the small niche of students who continue to express interest or excel in the subject. I reject this premise. Art continues to be advantageous to anyone who is willing to cultivate their skill. Art is therapeutic, it is communicative, and it will sustain regardless of the economy. In times of depression, society turns to art for comfort or escape. Art broadens our understanding of the world around us and serves as a means to connect with other cultures and time periods. I have an inherent need to share art with others, and I specifically want to teach at a middle to high school level because it is the most impressionable time when students evolve from artists as hobbyists to artists who take their work seriously and strive for the first steps in professional growth.

My art curriculum is multi-disciplinary, encouraging students to use a variety of mediums to address the problems and criteria covered in their assignments. Throughout the curriculum, students will receive a foundation in not only painting and drawing, but a basic understanding of printmaking, sculpture, installation, and performance arts. If the resources aren’t available to practice particular mediums due to school funding or other constrains, students will learn the theory of the art-making method and will be directed toward resources they may investigate on their own. I will do what I can to ensure my students feel like they receive a comprehensive groundwork in art and that they are able to create art that satisfies their individual skills and interests. Art will be graded on a rubric scale, but students will also engage in meaningful critiques of their work so that they may discuss the elements of art, composition, and enrich their art vocabulary. This will also prepare them for future college art courses, where an ability to speak informatively about their work will be integral.

It is important to me that my students grasp the marriage between art and the rest of academia and the role art plays in a historical and social context. Art history lessons will follow the students’ world history lessons chronologically to show how art from a specific time can be a window into the thoughts and political climate of the period. As such, students will gain a more holistic understanding of art and its development over time. When students are studying the French Revolution in history and reading A Tale of Two Cities in English, they will study works such as “The Death of Marat” by Jacques-Louis David, French Revolution era painter. They will learn about abstract expressionism in my class while they study the Cold War in their history classes and read Animal Farm in English. By pairing art history with their other subjects, they will see the bigger picture of art and its place in our world.

Given Houston’s wealth of art resources, students will be actively encouraged to attend local art openings and exhibits, with field trips to museums if possible. I will provide them with information on local and national art contests in which they may participate. Over the course of the curriculum, students will develop a portfolio of work and learn how to photograph and document their work for the future. I will strive for my students to be risk-takers when it comes to their art, to create art outside of their comfort zone and to take note of what inspires them. As a teacher, I will also strive to continually develop my art education and my own practice, so that I may be the best resource I can be for my students.