INSTRUCTION PHILOSOPHY
Art education is a crucial facet for any school because of its multidimensional learning benefits for students. For example:
Based upon these art learning benefits, I want to create a classroom that provides learning experiences for students to recognize the therapeutic and socially empowering outcomes of creative self-discovery (with both process and product). I will be a supporter, guider, and helper in their art journeys of discovering self-awareness, healing, and confidence informs transferrable problem-solving skills. In order to do so, I reference/apply the MYP Design Cycles (methods or educational models) to my facilitation because these models of student-centered learning echo my teaching direction and can reinforce my teaching. I am looking forward to assisting students to engage in the world proactively, regardless of their preferred careers through art.
- Art can make interdisciplinary connections to subjects that might be challenging for students to learn, such as history, math, literacy, engineering, and technology
- Art can offer career development skills that are not directly related to the career in the arts, such as engaging/persisting, failing forward, observing the world, critical thinking, problem-finding and problem-solving, and coming up with multiple creative solutions
- Art can offer people an opportunity to understand the social world at large, especially in regards to social justice
- Art can teach students to respect and appreciate other forms of cultural expression, making them open minded to social diversity
- Art can serve as a language vehicle for ESL students and students with special needs (specifically with limited verbal or literacy skills)
- Art can offer therapeutic support for students’ sensory and emotional needs
- Art encourages play, curiosity, exploration, and experimentation. These are fundamental for encouraging people to live their life with enthusiasm.
Based upon these art learning benefits, I want to create a classroom that provides learning experiences for students to recognize the therapeutic and socially empowering outcomes of creative self-discovery (with both process and product). I will be a supporter, guider, and helper in their art journeys of discovering self-awareness, healing, and confidence informs transferrable problem-solving skills. In order to do so, I reference/apply the MYP Design Cycles (methods or educational models) to my facilitation because these models of student-centered learning echo my teaching direction and can reinforce my teaching. I am looking forward to assisting students to engage in the world proactively, regardless of their preferred careers through art.
ASSESSMENT PHILOSOPHY
I believe a good assessment encourages students to reflect on their own learning and become excited about the process rather than making them inferior or untalented about their work. This hinges a lot more on the personal feedback that the teacher gives them rather than the concrete percentage or letter grade the project gets. But an assessment can represent “customer feedback” for the teacher to reflect and re-evaluate the effectiveness and relatability of the lesson. It can also establish the cultural of particular schools, in addition to providing statistics on academic performance. Finally, assessments can be used to determine how the larger community the school’s county views and values art. It is not a tool that exclusively exists in school environments. Therefore, I like to teach students how to assess themselves and work collaboratively with peers and teachers on assessing each other. I considered learning how to asses self-performance a great reflective practice and important life ability for students to have. Once they own that ability, they are able to adjust their performance in every job in the future.
The assessments themselves do not have to exclusively represent the strict evaluation of technical achievement or the mastery of process. Depending on different situations, I apply different assessment methods to my teaching. For example, I utilize a summative assessment, such as a student-evaluated rubric, when I want to create an in-depth, reflective dialogue about the creative process that ultimately leads to goal setting (in terms of product, performance, and career aspirations). The more reflective dialogue the student is able to have in relation to specific Colorado Art Education standards, the more empowered, independent, and grateful he/she will be about his/her artistic journey. It also teaches students to be kind to themselves rather than be overly critical or judgmental in order to be seen as "talented" amongst their peers. This conversation can also inform teachers on how to accommodate assessments to a variety of learning needs, as well as to build deep trust and empathy with the students. In order to engage students with their learning values without "dumbing down" the content, I also provide differentiated summative assessments for students to exercise in class. By doing so, students are able to utilize a variety of languages to look at their own artworks and artistic behaviors critically. These differentiated assessments can be done kinesthetically, orally, and visually (with words and symbols).
Formative assessments are as much about creating a supportive social environment as they are about checking the progress on a work of art. In the real world, formative assessments come from informal critiques and supportive suggestions from friends in the art world. In that regard, formative assessments are a life skill that prepares students for the professional art world. Formative assessment can also inform a teacher on the lesson’s effectiveness based on management issues (like participation in discussions, following clean-up procedures, respectful communication with other people in the classroom, and the ability to work collaboratively in groups). Finally, formative assessments are also a quick, effective way to build literacy and numeracy skills for students by combining them with creative activities.
The assessments themselves do not have to exclusively represent the strict evaluation of technical achievement or the mastery of process. Depending on different situations, I apply different assessment methods to my teaching. For example, I utilize a summative assessment, such as a student-evaluated rubric, when I want to create an in-depth, reflective dialogue about the creative process that ultimately leads to goal setting (in terms of product, performance, and career aspirations). The more reflective dialogue the student is able to have in relation to specific Colorado Art Education standards, the more empowered, independent, and grateful he/she will be about his/her artistic journey. It also teaches students to be kind to themselves rather than be overly critical or judgmental in order to be seen as "talented" amongst their peers. This conversation can also inform teachers on how to accommodate assessments to a variety of learning needs, as well as to build deep trust and empathy with the students. In order to engage students with their learning values without "dumbing down" the content, I also provide differentiated summative assessments for students to exercise in class. By doing so, students are able to utilize a variety of languages to look at their own artworks and artistic behaviors critically. These differentiated assessments can be done kinesthetically, orally, and visually (with words and symbols).
Formative assessments are as much about creating a supportive social environment as they are about checking the progress on a work of art. In the real world, formative assessments come from informal critiques and supportive suggestions from friends in the art world. In that regard, formative assessments are a life skill that prepares students for the professional art world. Formative assessment can also inform a teacher on the lesson’s effectiveness based on management issues (like participation in discussions, following clean-up procedures, respectful communication with other people in the classroom, and the ability to work collaboratively in groups). Finally, formative assessments are also a quick, effective way to build literacy and numeracy skills for students by combining them with creative activities.