My Teaching philosophy
My cross-pollinator journey into art education
It all started when…
as a child exploring my mother’s garden and discovering an orange ladybug. My wonder and curiosity in that moment has spurred on my interest and enthusiasm for creating and teaching visual arts that integrates learning from multiple disciplines.
I like to call my teaching philosophy as cross-pollinating visual arts learning.
I view cross-pollinating visual arts learning done through close observation, interdisciplinary learning, and emerging curriculum.
Close Observation
I develop close observation in students art making through encouraging sketchbook keeping that journals student’s thoughts, observations, ideas, and keeps track of their learning. Sketchbooks are instrumental to developing interdisciplinary learning habits that enable metacognition and reflection on artistic progress. By instituting sketchbook assignments and activities, close observation allows students time for further research, exploration, and reflection, helping students to master their learning.
Interdisciplinary Learning
Nothing in life is done in a vacuum. Problem-solving can be enabled through creative lenses and art-based projects that brings visibility to learning. Art-based activities build and apply prior knowledge of a topic towards new discoveries. As an artist-educator, I model the tasks and art techniques for students to integrate in their artmaking process. Acting as a facilitator allows for student agency and student-centered teaching that emphasizes the process of artmaking from conception to craft.
Emerging Curriculum
I teach visual arts from a responsive approach that listens to class discussions, and student responses. I use sketchbooks as well to discover what my students are curious and interested about to develop visual art curriculum. From what was observed, discovered, and discussed, emergent curriculum can help students investigate further avenues for deeper understanding.