Welcome…

My teaching philosophy is based on the promotion of the holistic development of students. I became a teacher because, for me, personally, art-making provided the chance to develop practical skills, share personal opinions, and express ideas through visual means. Art communicates what sometimes cannot otherwise be explained (Black in Hickman 1999). I wanted to give this opportunity to others, helping younger generations to grow into innovative and perceptive individuals through developing problem-solving skills, creative-thinking skills and critical-thinking skills in the art room. I believe a constructivist teaching approach best fulfils the learning in an art and design environment. This approach is based in drawing on students’ prior experiences and encouraging them to construct new skills and knowledge, adding to what students already know.

 

Expression

Students have malleable brains that are constantly growing and taking in new information. Providing students with the opportunity to express themselves within the arts leads to deep and meaningful learning. It is a way to discuss and voice cultural and social issues in the school environment. While on school placement, I led a group of second-years students in designing posters to communicate messages about environmental protection. Students were empowered because their opinions were appreciated. Not only were they learning about formal elements and digital skills while designing posters in photoshop but they were developing concepts for public consumption. This approach could be taken for any social issue and will be a method I will expand upon in the future because it deepens students understanding of the world around them.

 

Discovery Learning

I believe students learn best through discovery. This can be implemented by giving students a chance to experiment with mediums and materials and following this with reviews and reflections where teacher questioning is the fore to enable students to critically analyse and think of ways in which work can be refined. When making self-portrait paintings with a Transition Year group, students had the opportunity to develop practical numeracy skills when using a grid to map across their self-portrait from the image to the canvas, problem-solve how to mix colours and applying different types of texture. Students enjoyed sharing drawing tips, colour-mixing tactics and painting techniques in reviews. This strategy also addresses differentiation. Exceptionally able students can offer sophisticated ideas and explanations while less able students have the chance to listen to their peers and be guided with examples and keyword charts during discussions, developing students’ oral literacy skills. Meanwhile, students are making discoveries and achieving progression.

 

Motivation

Students need a to feel motivated. Discovering students’ interests can generate authentic discussion and practices in the art classroom which could develop intrinsic motivation.  It is important to remind students how much they have achieved through use of ipsative assessment (Addison and Burgess 2015). Students understand this method because its tangible. While making a series of lino prints with a group of students, because they had the chance to make multiple prints, I was in the position to inform them what they succeeded in and questioning them to realise what they could improve upon. Students found the feeling of achievement fulfilling when they noticed their improvements amongst their series of prints. Students are motivated by specific praise and encouragement bases on their efforts (Dweck 2007). Providing students with continuous feedback will help them to improve and tend to their individual learning needs will help them reach their potential (Black and William 1998).

 

 

Future Goals

I aim to create a welcoming, warm and active classroom. The dissemination of art is as important as the process of making it. I believe the exhibition of artwork to be an integral part of student development. I find that it gives students a sense of purpose and a platform of expression. Students become artists. I would like to create spaces in schools devoted to the display of art, spaces that value art and design, a place where ideas are shared and visions are ambitious.