Entry #1 

January 27, 2020

#fromseedlingtotree

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10 things about my teaching philosophy

1. I want to be a culturally responsive teacher

2. I want to nourish identity

3. I will be inclusive

4. I value diversity

5. My assignments will be personal

6. I will be supportive

7. Access to art is important

8. Assignments need to be relatable

9. I will allow for exploration

1. I will be flexible

Visual poem:

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What were your art teaching/learning perspectives before?

My art and learning perspectives before were very limited. I did not have a very extensive art learning experience growing up. Most of the art I created growing up was teacher centered crafts that could not be differentiated from my classmates’. I drew and doodled on my notes in school and would add 3D elements when possible to school presentations even if it was not asked by my teacher. The art programs at the schools I attended were limited and not encouraged by my parents because art was not practical, but I did learn basic drawing techniques such as shading, hatching, cross hatching and stippling, but was never given much opportunity to practice them. When I was about ten years old, I saw an image of Frida Kahlo on television (we watched Mexican channels in our home) and realized how art was powerful in self-expression and transmitting emotion. I realized then that art was important, and I was always a creative person but was not sure teaching it was a practical choice for me due to the messages I received growing up.

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What are your art teaching/learning perspectives now?

Since I started at CSU my perspectives on teaching and learning art have been growing and evolving. Learning about Reggio Emilia philosophy and the use of art for learning made me see that art is a vehicle for expression and seeing the world from different perspectives, this can impact other areas of learning beyond creating art. Art education is so much more than cookie cutter crafts Art is a tool in helping students develop critical and analytical thinking skills that extend beyond the art classroom starting from the first signs of artistic expression as studied by Rhoda Kellog and Viktor Lowenfeld. As teachers we play an important role and have the responsibility of giving our student opportunities for free expression in a variety of mediums to allow for exploration and repetition. We have a responsibility not to truncate artistic expression by imposing ideas of what good art should be in a traditional sense of naturalistic representation.   There should be a balance between teacher centered and student-centered assignments, as traditionally, it is usually teacher centered assignments that we see in classrooms and what Malaguzzi tried to counter through Reggio Emilia philosophy. Assignments should be pertinent, personal and involve room to express passion. At CSU I’ve also learned the importance of being a culturally responsive teacher through various courses such as EDUC 245 (Schooling in the U.S.) and the importance of validating students’ cultures and creating an inclusive environment through understanding of the history of deculturalization through education and in turn now using art education to re-instill a sense of pride in who they are.

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How do you want to teach art in the future?

I want to make sure that I am an art teacher that nurtures individual students’ identities through art making. Being culturally responsive and inclusive is very important to me and I want my teaching to help students see themselves as important and valued individuals. I want to instill in my students a love for art expression that will hopefully follow them throughout their life to help them see the world from multiple perspectives to be compassionate, productive, and caring humans.

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