It is important for art teachers to practice art, and immerse themselves into their art practice. When we are able to fuse it with the art of teaching, the result is a harmonious dance. Art teachers, who model art practices outside of their classroom, give students a real life example of a career path, and we are able to be empathetic to our student’s struggles. As art teachers, we demonstrate a balance, or fluid identity of what it means to be an artist. The art of teaching, and being an art teacher, demand that the individual enjoy the act and lifestyle, of teaching, but also hold a position where he or she is training the young artists of the next generation how to use art in life experiences.
Through my teaching experiences, attending conferences, and conducting my own research studies, I have developed different identities within myself, that tailor to the students I work with. I have always thought that the act of making art begins with some kind of problem. Designers are hired to design prints for a new clothing line or billboard ad, and painters may use their canvas as a problem-solving surface to work through tough emotional times. In the past few years, I have found myself wearing many of these different titles, much like how my students change their “hats” as they pass in and out of classes, work, and home lives. As an Art Educator, my duty is to teach my students that they can and need to learn how to problem solve by physically working with materials, making mistakes, and reevaluating their problem solving approaches. They need to learn how to think abstractly, and critically. Students need to employ an understanding of cross-discipline integration and learning. Learning how to be visually literate, and being able to apply higher order thinking strategies, makes art one of the most essential parts of the curricula. Art education strengthens these essential 21-century learning skills unlike any other subject. |
Above images from Fall 2015
Paste Paper with Nativity Prep Art Club |