ART EDUCATION PHILOSOPHY STATEMENT
In a country that was founded by risk-takers, I strive to continue this historical trait in the classroom. Too often I find that students are content copying what they see in the media or stores, rather than creating styles, artwork and behaving in ways that are truly their own. Not only does this imitation lack innovative thinking, but a fear of taking ownership of ideas is fostered as well.
Bold thinking should be encouraged in the classroom, where students learn to observe and critically question the world around them, the information they are taught, and the society they live in. Rather than living passively and retaining facts without truly experiencing or dissecting them, they should practice active learning and application. It’s this active learning that I aim to nurture in the art classroom, through sparking creativity, confidence and a willingness to try the new and unknown.
“Creativity” is used often, but tends to be inferred as too vague to be used effectively. In this case, I pose the definition as such: Creativity is the desire to produce new works, to explore information and bring new aspects to light, to question one’s surroundings and find no fear in the unknown. Rather, the unknown is embraced and inspected until it becomes known. This definition may not be conventional, but it will serve well to illuminate the mission of my classroom.
For students to become confident in the creation and ownership of their ideas, I feel that a strong base in art history is necessary. To create something new, one must be familiar with what has already been done. This would serve to broaden vocabulary, supply inspiration, and open the door to conversations about aesthetics and opinions. These conversations or debates would require that the students support their opinions with thoughtful evidence. A democratic, supportive environment would be necessary to promote these skills, as the question of aesthetics has no definitive answer. Open-mindedness and self-discovery are cultivated in such a learning discussion, since the exchanging of ideas and collaboration leads to more understanding and acceptance of differences.
In my future classroom, I intend to give two “oops” cards. Many times, students take the safe route with art assignments in order to secure an “A”. To reduce the reluctance of risk-taking, students will be given two opportunities to completely fail. It may sound odd, but there should be a reward for a child’s bold ideas and confidence in executing those ideas. If a student’s lofty plan falls through, they have the opportunity to cash in the “oops” card, with a written explanation of why the assignment was not successful and what they would do differently next time. The hope is that their creations would come to achievement, but I do not feel that daring ideas should be punished.
A classroom that promotes the idea that there is no shame to be found in failure, only a lesson learned, would encourage a cooperative, respectful atmosphere. Though I believe in choices of assignments, medium and rules, there are some rules that are universal. Mutual respect and an environment free of negative criticisms and derision are among them. Although expression of opinion is encouraged, it should always be done in a way that is thoughtful.
Through this nurturing of critical thinking, problem solving, self-discovery and open-mindedness, I hope to help students grow into active learners and thinkers. The aim is not that they become the next leading avant-garde artist, but that they think past the face value of what they are presented with in modern society. These skills are essential to every student, regardless of his or her interests, choice of higher education, or future career. With these skills they transcend “artist” in the sense of the visual, but learn to apply that creativity as critical and thoughtful future adults.
Bold thinking should be encouraged in the classroom, where students learn to observe and critically question the world around them, the information they are taught, and the society they live in. Rather than living passively and retaining facts without truly experiencing or dissecting them, they should practice active learning and application. It’s this active learning that I aim to nurture in the art classroom, through sparking creativity, confidence and a willingness to try the new and unknown.
“Creativity” is used often, but tends to be inferred as too vague to be used effectively. In this case, I pose the definition as such: Creativity is the desire to produce new works, to explore information and bring new aspects to light, to question one’s surroundings and find no fear in the unknown. Rather, the unknown is embraced and inspected until it becomes known. This definition may not be conventional, but it will serve well to illuminate the mission of my classroom.
For students to become confident in the creation and ownership of their ideas, I feel that a strong base in art history is necessary. To create something new, one must be familiar with what has already been done. This would serve to broaden vocabulary, supply inspiration, and open the door to conversations about aesthetics and opinions. These conversations or debates would require that the students support their opinions with thoughtful evidence. A democratic, supportive environment would be necessary to promote these skills, as the question of aesthetics has no definitive answer. Open-mindedness and self-discovery are cultivated in such a learning discussion, since the exchanging of ideas and collaboration leads to more understanding and acceptance of differences.
In my future classroom, I intend to give two “oops” cards. Many times, students take the safe route with art assignments in order to secure an “A”. To reduce the reluctance of risk-taking, students will be given two opportunities to completely fail. It may sound odd, but there should be a reward for a child’s bold ideas and confidence in executing those ideas. If a student’s lofty plan falls through, they have the opportunity to cash in the “oops” card, with a written explanation of why the assignment was not successful and what they would do differently next time. The hope is that their creations would come to achievement, but I do not feel that daring ideas should be punished.
A classroom that promotes the idea that there is no shame to be found in failure, only a lesson learned, would encourage a cooperative, respectful atmosphere. Though I believe in choices of assignments, medium and rules, there are some rules that are universal. Mutual respect and an environment free of negative criticisms and derision are among them. Although expression of opinion is encouraged, it should always be done in a way that is thoughtful.
Through this nurturing of critical thinking, problem solving, self-discovery and open-mindedness, I hope to help students grow into active learners and thinkers. The aim is not that they become the next leading avant-garde artist, but that they think past the face value of what they are presented with in modern society. These skills are essential to every student, regardless of his or her interests, choice of higher education, or future career. With these skills they transcend “artist” in the sense of the visual, but learn to apply that creativity as critical and thoughtful future adults.