TEACHING PHILOSOPHY

My approach to art education is grounded in the belief that creativity is a vital tool for personal growth and understanding, as well as a way to connect students with the world around them. Art, at its core, offers a transformative opportunity to examine the world and our place within it, providing both personal and societal insights. As an artist and educator, I aim to help students discover the deep connection between their creative expression and the environment, encouraging them to see art as a form of reflection, dialogue, and action. My teaching philosophy is inspired by the concept of "deep ecology," which holds that all living beings are interconnected and that art can help us recognize and honour these relationships (Naess, 1973). As the artist and environmentalist Maya Lin once said, “Art is a way to create, to be part of the planet, to engage with it. It can speak to the planet’s wounds and its future” (Lin, 2007). This perspective informs my teaching, encouraging students to create work that is not just visually compelling but that reflects a profound understanding of our environment’s fragility and beauty. This can be seen through my curriculum project outline, in which I aim to connect students to the world around them.

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At the heart of my teaching is the understanding that learning should be a dynamic, student-centered experience. I follow a constructivist approach, where knowledge is built through personal experience, reflection, and active participation (Vygotsky, 1978). In this context, students are not passive recipients of information but active creators of their own learning. By giving students the opportunity to experiment, fail, and grow, I aim to create an environment where art becomes a means of exploring deeper meanings and connections, both personal and global. Through hands-on, experiential learning activities, I encourage students to develop a reflective and critical approach to their work, questioning both the materials they use and the messages they wish to convey.

I also recognize the importance of reflection, both on the artistic process and on the broader impact of art. As Schön (1983) argues, reflection is a cornerstone of professional development, and I believe it is just as vital in an artistic context. I encourage my students to reflect critically on their work, whether that involves discussing their creative choices or considering how their art engages with the environment and society. In doing so, I aim to help students develop the ability to evaluate not just the success of their artwork, but the values and ideas it communicates.

Finally, I strive to create a classroom that is inclusive, respectful, and inspiring. In a space that values individuality and creativity, students feel free to express themselves in their own unique ways. My role as a teacher is to create an atmosphere of trust, where students are not only challenged but encouraged to explore new ideas, take risks, and expand their creative boundaries. I aim to create an environment where students feel empowered to make mistakes, to learn from them, and to ultimately express themselves with confidence.

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References

Lin, M. (2007). Maya Lin: A biography. Simon & Schuster.

Naess, A. (1973). The shallow and the deep, long-range ecology movement. Inquiry, 16(1-4), 95-100.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press