My Teaching Philosophy

Vision Statement: Diversity and Equity in Art Education

Diversity is life, nuanced, multifaceted, rich, and flexible. It is in diversity that our common humanity becomes clear.

As we move into the future our definition of art is expands, and as do the possibilities of what artists and designer may do with materials, methods, and techniques and themselves. Art forms such as sound art, video art, performance art, text art, video game, graffiti, digital, and website art were considered outside the realm of visual arts (or not invented) until the later half of the 20^th century. Now they are modes of creative expression viewed through gallery and museum settings. The broadening definition of what 'visual' art can be presents exciting challenges for anyone endeavoring to become an art teacher in today's world. Despite the broadened definition that art teachers work with, discourse in contemporary art is moving away from the public in swift and frightening ways. As the achievement gap in public schools persists, fewer children of working class parents consider the arts as a potential career or life-long path. As a result, participation and discourse in contemporary art moves away from the general public and, as the audience for contemporary art dwindles, it becomes more and more racially homogeneous and privileged.

"Coming from a working class family, being an artist is not an option, it's more of a challenge. I just cannot remember ever saying, 'I am going to be an artist'. It was not a possibility, it was not an alternative...I was working as a social worker and I put that role in my pocket, I always had to have two things going simultaneously so that if one thing didn't go good, well then I had the other one".[1]

- Pepón Osorio, Artist.

From Art:21 (2003) DVD

I teach for equity and equality. To me, equity means that every student receives the education they need to fully participate in, benefit from, and improve our democratic society, this includes the skills and knowledge needed appreciate, enjoy, and participate in the arts. True equality, I believe, is a result of equity in education. When students receive an education that meets their needs, all students can become leading citizens in that impact the futures of art, equality, and democracy in the world.

This increasingly visual world, constructed by human beings, is the focus of visual culture studies. To succeed in contemporary culture, people must be able to "read" this constructed environment, interpret it, and use the visual signs they find in it.

Anderson, T & Milbrant. M, (2005). Art For Life pg 44.[2]

The arts refine our senses and our ability to experience, describe, and respond to the complexities of our nuanced world (Eisner 2002)[3]. Whether my students seek careers in the arts or other areas, I seek to develop in them, the imaginative skills and practices that foster a lifetime of confidence in their abilities. Yet creative methods and techniques become meaningful only when coupled with knowledge relevant to the students' lives. I base curriculum on student's experiences and use their existing knowledge base to build new understandings about the art world. Students who study the arts in school can absorb and respond to knowledge of the world using creativity to critically analyze, publicly communicate about, and powerfully impact the world they live in.

"The child who uses creative activity as an emotional outlet will gain freedom and flexibility as a result of release of unnecessary tensions. The child who has developed freedom and flexibility in his expression will be able to face new situations without difficulties."

Lowenfeld, V. (1970) Creative and Mental Growth[4]

Between the building of creative skills through the study of materials methods and techniques, and the critical analysis and response to what we know of the world around us, another potential in students develops; the potential for self esteem and self-appreciation. Knowledge and skills are important, yet the most valuable lessons teach our students to value themselves and their potentials as human beings. The knowledge and skills we give our students will never be complete, as we prepare students for a future even we can not imagine. Students must leave our classes with the desire become life-long learners, and seek ever higher education for an ever changing world.

[1] Wesley Miller, R. (producer). (2001). Art 21: Pepón Osorio and Place [documentary]. United States. FLAT productions, New York,NY. 
[2] Anderson, T & Milbrant, M. (2002) Art for Life. New York,NY. McGraw-Hill.
[3] Eisner, E. (2002). Arts and the Creation of Mind. New Haven & London. YaleUniversity Press
[4] Lowenfeld, V. (1970). Creative and Mental Growth. New York,NY. MacMillan