ART JOURNAL 12
05/06/2020
In this special entry, please list 10 things that you will put into your teaching philosophy after this semester's teaching and learning. And then compare the 10 things that you just listed with the 10 things that you listed in your journal #1. Demonstrate the important changes and/or the reasons that make you still hold the same beliefs without change.
Then, based upon your NEW TEACHING PHILOSOPHY, please reflect on the questions below again:
At the start of the FALL semester I entered CSU’s Education program for the first time. I was at a point in my life where I needed to make a change, to establish a real sense of purpose, and contribute a positive impact onto others. I knew teaching art was my goal, but had no idea what it would take to achieve this dream, and what it really meant to be an instructor. There were some real growing pains through that semester, adjusting to having class again, doing homework, and adapting to the unfamiliarity of the campus and canvas submissions. Through it all I entered the SPRING semester in ART326 with teaching ideals I was proud of. They were grounded in academic philosophy, field practice, and a lot of reflection. I listed out my ten core pillars, as follows:
1. Eclectic: Students find a home in the art room among a diverse array of ideas, ways of thinking, approaches to art, cultures, and practices. These interactions help them reflect, assess, compare, incorporate, and grow.
2. Failure as a tool for success.
3. Experimentation and active involvement in learning.
4. The freedom for students to choose which areas of study interest them: (personal relevance).
5. Insight and interactions with the community, and ways that students can get their artwork out into the world NOW! (Instagram, Etsy, Deviantart... etc)
6. Creative thinking as a developed skill to impact other aspects of students' lives.
7. Avocation of the arts, art appreciation, and enjoyment of art regardless of the student identifying as an artist moving forward or not.
8. Possible career avenues available as an artist.
9. Life Long Learning: this includes my students and myself.
10. Personal Connections to students and presence as an active member in the community in non-art related areas.
As this semester comes to a close, I still stand behind my original ten, however there are new additions I would like to make, and insight through our coursework that has refined my perspective from before.
One of the prime additions I have made is to incorporate Social Justice in art education. This addition could be considered a revision or a more fully expressed version of numbers 1. 5. 6. 8. and 10. The principle behind incorporating this practice is to explore how we can use art to make people aware/improve social justice issues. In part it is support for human rights, and equality. This change in my philosophy came about when we had guest speaker share her approach and experience teaching elementary art. I learned information as to how she structures her units, with this in mind, as well as how she selects specific artists to represent these difficult topics. Social justice is not always easy to talk about, however by tying the units to the standards she has been able to successfully create thoughtful lessons that have the power to improve lives despite backlash from some parents who feel these topics are too controversial for their children.
Another revision I have made is to express the importance of vulnerability, and the exploration of controversial topics. As stated above, one the most important powers art holds is the ability to view, analyze, and assess all components of this world. This includes negative subject matter, as well as the positives. It is important to distinguish between whether or not something is inappropriate for school or corrupt and harmful to others. However, teaching students how to express difficult subject matter and use their creativity to make a positive change to difficult situations is such a powerful tool to all facets of their lives. There is definitely a place for this kind of thinking, and on my list I would establish this as a refinement to numbers 4. 5. 6. and 10.
Building off of students expressing themselves openly through art, and using creative thinking to make positive changes in their community… I want students to experience my class as though each lesson is a step towards their goals as an artist. Maybe some students will enter my course with an unclear idea of where art can take them, or the role it can serve in their life. However, as expressed through my art piece for this journal, I will want to have students start their journey by creating an Artist Instagram page. This is free to do, and establishes a platform for which to share their artwork, and their story. Through this application they will be interacting directly with the art community, and learn from what other artists are creating. It is also a personal page that they can explore freely outside of class, using their own taste and preference, and moral compass, to discern where their journey in art will lead.
As the above images show, these are screenshots of my Artist Instagram profile. I have been making and uploading art virtually every day, and it is exciting for me to see and reflect on where my experimentation with art making has taken me, and the new areas I want to explore. Maintaining and analyzing the effects of my Instagram on my creative experience has been an ongoing project throughout this semester, and I am thrilled to incorporate the lessons I have learned from being an active artist myself, to help improve the experience of my students. From this process I have received follows from some of my favorite professional artists, as well as interaction from some of my favorite comedians and celebrities.
I stand behind the importance of intrinsic value foremost, but also feel that extrinsic value holds a very important place in the maintained happiness and longevity of a person in any career path. This current understanding has greatly influenced my path of becoming an art educator. I want to balance these ideals and create a curriculum that is stimulating to my students as artists and as people. There are many societal pressures that will hinder student performance in the classroom, as well as differences in taste and preference among other things. That is why maintaining an approach that accounts for social needs, human rights, and personal relevance is critical. These concepts go hand in hand and when expressed correctly, can have a positive impact on the community despite their controversial nature, and can tie into the requirements laid out through the standards. This flexibility and ability to adapt to difficult situations is something a learned repeatedly through this semester, particularly with the COVID-19 pandemic, and I am so thankful for all the valuable lessons I have experienced because of these hardships.
Final list:
1. Eclectic: Students find a home in the art room among a diverse array of ideas, ways of thinking, approaches to art, cultures, and practices. These interactions help them reflect, assess, compare, incorporate, and grow.
2. Failure as a tool for success. Familiarity with growth mindset and positive thinking through the process.
3. Experimentation and active involvement in learning. Adaptability to unforeseen circumstances, and clarity through adversity.
4. The freedom for students to choose which areas of study interest them: (personal relevance).
5. Insight and interactions with the community, and ways that students can get their artwork out into the world NOW! (Instagram, Etsy, Deviantart... etc)
6. Creative thinking as a developed skill to impact other aspects of students' lives. Handles difficult subject matter professionally, addressed social justice issues, and uses art to make a bad situation good.
7. Avocation of the arts, art appreciation, and enjoyment of art regardless of the student identifying as an artist moving forward or not.
8. Possible career avenues available as an artist.
9. Life Long Learning: this includes my students and myself.
10. Personal Connections to students and presence as an active member in the community in non-art related areas. Uses Art Instagram or other social platforms to interact with a diverse world of professions and ideas, utilizing them in creative ways to improve one’s artwork.
Then, based upon your NEW TEACHING PHILOSOPHY, please reflect on the questions below again:
- What events/moments/experiences changed or refined my earlier perspective to look at and revise my teaching philosophy now. And what thing did not change on my list? Why?
- How does my art piece (or the process of making this art piece, material choices, etc.) represent this change or revision?
- How does my current understanding influence my path of becoming an artist and educator?
At the start of the FALL semester I entered CSU’s Education program for the first time. I was at a point in my life where I needed to make a change, to establish a real sense of purpose, and contribute a positive impact onto others. I knew teaching art was my goal, but had no idea what it would take to achieve this dream, and what it really meant to be an instructor. There were some real growing pains through that semester, adjusting to having class again, doing homework, and adapting to the unfamiliarity of the campus and canvas submissions. Through it all I entered the SPRING semester in ART326 with teaching ideals I was proud of. They were grounded in academic philosophy, field practice, and a lot of reflection. I listed out my ten core pillars, as follows:
1. Eclectic: Students find a home in the art room among a diverse array of ideas, ways of thinking, approaches to art, cultures, and practices. These interactions help them reflect, assess, compare, incorporate, and grow.
2. Failure as a tool for success.
3. Experimentation and active involvement in learning.
4. The freedom for students to choose which areas of study interest them: (personal relevance).
5. Insight and interactions with the community, and ways that students can get their artwork out into the world NOW! (Instagram, Etsy, Deviantart... etc)
6. Creative thinking as a developed skill to impact other aspects of students' lives.
7. Avocation of the arts, art appreciation, and enjoyment of art regardless of the student identifying as an artist moving forward or not.
8. Possible career avenues available as an artist.
9. Life Long Learning: this includes my students and myself.
10. Personal Connections to students and presence as an active member in the community in non-art related areas.
As this semester comes to a close, I still stand behind my original ten, however there are new additions I would like to make, and insight through our coursework that has refined my perspective from before.
One of the prime additions I have made is to incorporate Social Justice in art education. This addition could be considered a revision or a more fully expressed version of numbers 1. 5. 6. 8. and 10. The principle behind incorporating this practice is to explore how we can use art to make people aware/improve social justice issues. In part it is support for human rights, and equality. This change in my philosophy came about when we had guest speaker share her approach and experience teaching elementary art. I learned information as to how she structures her units, with this in mind, as well as how she selects specific artists to represent these difficult topics. Social justice is not always easy to talk about, however by tying the units to the standards she has been able to successfully create thoughtful lessons that have the power to improve lives despite backlash from some parents who feel these topics are too controversial for their children.
Another revision I have made is to express the importance of vulnerability, and the exploration of controversial topics. As stated above, one the most important powers art holds is the ability to view, analyze, and assess all components of this world. This includes negative subject matter, as well as the positives. It is important to distinguish between whether or not something is inappropriate for school or corrupt and harmful to others. However, teaching students how to express difficult subject matter and use their creativity to make a positive change to difficult situations is such a powerful tool to all facets of their lives. There is definitely a place for this kind of thinking, and on my list I would establish this as a refinement to numbers 4. 5. 6. and 10.
Building off of students expressing themselves openly through art, and using creative thinking to make positive changes in their community… I want students to experience my class as though each lesson is a step towards their goals as an artist. Maybe some students will enter my course with an unclear idea of where art can take them, or the role it can serve in their life. However, as expressed through my art piece for this journal, I will want to have students start their journey by creating an Artist Instagram page. This is free to do, and establishes a platform for which to share their artwork, and their story. Through this application they will be interacting directly with the art community, and learn from what other artists are creating. It is also a personal page that they can explore freely outside of class, using their own taste and preference, and moral compass, to discern where their journey in art will lead.
As the above images show, these are screenshots of my Artist Instagram profile. I have been making and uploading art virtually every day, and it is exciting for me to see and reflect on where my experimentation with art making has taken me, and the new areas I want to explore. Maintaining and analyzing the effects of my Instagram on my creative experience has been an ongoing project throughout this semester, and I am thrilled to incorporate the lessons I have learned from being an active artist myself, to help improve the experience of my students. From this process I have received follows from some of my favorite professional artists, as well as interaction from some of my favorite comedians and celebrities.
I stand behind the importance of intrinsic value foremost, but also feel that extrinsic value holds a very important place in the maintained happiness and longevity of a person in any career path. This current understanding has greatly influenced my path of becoming an art educator. I want to balance these ideals and create a curriculum that is stimulating to my students as artists and as people. There are many societal pressures that will hinder student performance in the classroom, as well as differences in taste and preference among other things. That is why maintaining an approach that accounts for social needs, human rights, and personal relevance is critical. These concepts go hand in hand and when expressed correctly, can have a positive impact on the community despite their controversial nature, and can tie into the requirements laid out through the standards. This flexibility and ability to adapt to difficult situations is something a learned repeatedly through this semester, particularly with the COVID-19 pandemic, and I am so thankful for all the valuable lessons I have experienced because of these hardships.
Final list:
1. Eclectic: Students find a home in the art room among a diverse array of ideas, ways of thinking, approaches to art, cultures, and practices. These interactions help them reflect, assess, compare, incorporate, and grow.
2. Failure as a tool for success. Familiarity with growth mindset and positive thinking through the process.
3. Experimentation and active involvement in learning. Adaptability to unforeseen circumstances, and clarity through adversity.
4. The freedom for students to choose which areas of study interest them: (personal relevance).
5. Insight and interactions with the community, and ways that students can get their artwork out into the world NOW! (Instagram, Etsy, Deviantart... etc)
6. Creative thinking as a developed skill to impact other aspects of students' lives. Handles difficult subject matter professionally, addressed social justice issues, and uses art to make a bad situation good.
7. Avocation of the arts, art appreciation, and enjoyment of art regardless of the student identifying as an artist moving forward or not.
8. Possible career avenues available as an artist.
9. Life Long Learning: this includes my students and myself.
10. Personal Connections to students and presence as an active member in the community in non-art related areas. Uses Art Instagram or other social platforms to interact with a diverse world of professions and ideas, utilizing them in creative ways to improve one’s artwork.