Teaching Philosophy

My teaching philosophy for art education is based on students having control over their own education and on understanding their limits and the spaces for growth. My philosophy is inspired by Zaretta Hammond's theory of culturally responsive teaching. The culture tree depicts surface, shallow, and deep culture with examples of each. Surface culture is observable, like music, food, holidays, and literature, while shallow is nonverbal cues like ways of handling emotions, personal space, and honesty. Deep culture is more personal beliefs like decision-making, concept of self, world view, and spirituality. She also pushes the notion of giving each student the space to control their own learning. While the teacher is there to support and educate the student, the students are there to apply the learning and skills they were taught and continue building those skills themselves.


The purpose of art education is to develop students' creativity and problem-solving skills, which can be applied to daily life. Problem-solving and vocalizing needs develop within the classroom when students have full autonomy over their learning. Giving students space to control when they need help or assistance improves their problem-solving skills. Within the classroom, there is no space for words of hate or negativity. The space is constructed to uplift students and create a space for expression. The classroom is where students can figure themselves out through creativity and personal growth. Self-guidance in a controlled environment helps them know that making mistakes is a positive thing.


Within the classroom, one of my goals is for all students to be able to learn. Learning looks different for everyone and is effective when resources are accessible. Even if a student takes away one skill or technique from the class, then they have reached and achieved my goal. My second goal is for students to build confidence in their ability to learn as well as confidence in their own person. The art classroom is a space to express your emotions and feelings and recharge for the rest of your day. Students are evaluated on their final works as well as their participation throughout the class. Participation in class comes in many forms, like speaking during critique, answering questions, or nonverbally, such as writing a classmate's critiques and staying engaged in conversations. Providing adaptive learning opportunities for individuals is important. Simplifying tasks as well as using tools and technology to have everyone participate to the best of their abilities is important. No one should feel left out or unable to create art or participate because they don't have access to tools or technology that support them.


Student interaction is essential in the classroom. Students should not feel inferior to the teacher in the classroom. They should feel equal and confident to vocalize their concerns. Although there should be a separation between teachers and students, students should feel comfortable speaking up if they have questions or suggestions for how a teacher can adapt their teaching to the students' needs. Everyone is capable of a lot more than we think, so treating them like adults does not limit them to expectations. Within art, it's important to improve students' professional development. This is done by having students make mistakes. Critique is a way for students to reflect on and improve their work based on their classmates' feedback. Providing a space for students to improve and fix their work after critiques is also essential; it helps them learn to apply the techniques and skills they were learning critically.