t e a c h i n g p h i l o s o p h y . . .
I believe that a well-balanced art education should infuse the past, present and future. As an educator it is my role to support, encourage and challenge this spectrum of learning to my students. This type of education can be accomplished through the combination of research-based investigation that crosses other academic curriculums and infuses artistic principles. I believe in the proposal of everyday themes as a subject of investigation that teach students to see and observe the world around them in a more conscious manner. These thematic investigations will cross the curricular boundaries to enrich the learning of all scholastic subjects. I put the responsibility of learning and teaching partially in the hands of the students to create a community of both learners and teachers. These investigations become transformed into conceptualized artistic problems for the students to solve. It is then my responsibility to incorporate diverse, relevant, contemporary and historical art references to enhance the appreciation and knowledge of the art world. These artistic references range in differences of gender, race, culture and sexual orientation providing an enlightening positive outlook at all types of people in the world. The facilitation of design principles and artistic techniques ranging from classical to contemporary technology that will inform what will happen next in the world of visual arts is essential to the execution of student artwork. In result the students take ownership of their artwork and their voice is heard through creative expression. This seemingly overwhelming multi-dimensional educational philosophy is one that is easily applied to art education because these objectives represent the cornerstone of all visual art. I believe that an enriching art education is possible for the entire gamut of students that may enter my classroom. A classroom should provide education as well as a compassionate safe environment where all types of students feel welcome by their teacher and peers. I support the inclusion of all types of learners, because the visual language of art can and should be read by all. I take this task on whole heartily as I feel that it's my purpose in the world to teach. I hope to inspire the students I teach as much as the educators I have encountered in my own learning experiences. Through this inspiration I will drive my students through their time in my classroom and beyond to successful futures in the arts and other enriching fields.