Philosophy of Teaching Statement
As art educators, we have a unique opportunity to shape how young people see themselves and the world by fostering creative inquiry and self-expression. Art is inherently interdisciplinary—it connects with history, science, social studies, language arts, and more. It engages all the senses and invites students into immersive experiences that spark curiosity, inspire dialogue, and encourage collaborative critique.
The art classroom should be an inclusive and welcoming environment where students are empowered to explore, take risks, and view mistakes as essential components of the learning process. Through hands-on experiences with a variety of methods and materials, students develop critical thinking, problem-solving, and social-emotional skills. These experiences nurture both confidence and character, qualities essential for thriving in an ever-changing world.
I believe assessment should be grounded in the observation of individual growth, effort, and willingness to take creative risks, rather than being solely outcome-based. Art educators must consider each student’s learning style and ability, offering modifications and choices that support diverse needs. Scaffolding lessons and providing varied pathways for exploration ensure that all students can engage meaningfully and express themselves authentically.
Curriculum should reflect students' lives, interests, and communities. Integrating relevant content, contemporary artists, and culturally responsive themes helps make learning meaningful and engaging. Lessons should be transparent, inclusive, and rooted in inquiry, dialogue, and hands-on discovery. In our digital age, students should also have opportunities to use online tools and resources to support their creative visions.
Above all, my goal as an art educator is to nurture curiosity, build self-confidence, and foster a lifelong appreciation for art, history, diverse cultures, and the natural world.