In the classroom, I design thematic curricula grounded in a student-centered, in-depth investigation, in which students are given the opportunity to practice learning strategies that can be applied to other disciplines and the workplace. I provide the opportunity for my students to pursue their own inquiry-based, sustained investigations on topics of their choosing and I give my students continuous constructive feedback both in class and in writing on Google Classroom, and provide resources and artists catered to individual student’s interests. I also provide peer feedback opportunities in a variety of critique formats including partner exchanges. In a student critique, I strive to have the dialogue and line of questioning reflect back on the learning objectives and goals of the project or body of work and for the artwork to be assessed on objective criteria verses subjective opinions.
My teaching stems from both the work of current artists and art history and encompasses highly technical, formal, expressive and experimental concepts and culturally responsive practices. My innovative and wholistic approach to teaching uses art as an avenue to explore world cultures and issues such as ecology, cyber safety, racism, body image, and the ways that advertisers target audiences. I have always been compelled to address the challenges faced by students by teaching tolerance, engendering empathy and understanding, confronting social issues, and teaching strategies for coping with stress, depression, and the many pressures placed on young adults. My projects incorporate opportunities for collaboration and community service learning. My students have painted using their feet to better understand the challenges faced by someone with a disability. They have created 2D pixilated reproductions of iconic works of art using Lego bricks, which were displayed at Boston Children’s Hospital. I have brought Audubon wildlife educators to my classroom with rescued wild birds as part of my John James Audubon painting unit. I have taken students to a local nursing home where they recorded oral histories and drew portraits of the residents. I have taught social activism by having my students participate in a food drive in conjunction with a curriculum unit on food in art. My self-reflective approach to parenting and teaching art has made me attuned to the special needs of gifted students, the gifts of students with disabilities, and the uniqueness of every student. I hold myself and my students accountable for their education, have high expectations, and assess student growth through a variety of methods. |