Statement of Teaching Philosophy
“Wonder is the mother of all science.”
-John Dewey, How We Think
I believe in process. As an artist, how I do something something matters. If I love the process or the medium I am using, the final piece is secondary to the experience of making. As an educator and an artist, I believe that accidents present opportunities and that mistakes are key to exploration and learning. I strive to create a classroom environment that is empathetic and respectful, where students are encouraged to problem solve and take risks, all while knowing they are supported and safe. Through the process of a science lab or an art project, students are able to find their own voice. I believe teaching is about more than just content; it is about teaching students how to learn, how to be critical thinkers and how to be the best version of themselves.
A process based approach empowers students to learn how to think and to think critically. Critical thinking is is a life skill; in essence it is the ability to synthesize information and to think about things from different perspectives. Learning how to problem solve, be open minded, question, wonder, evaluate, reflect, and organize your thoughts is essential in a world where information is at your fingertips. Since we do not know what the future will hold, it is important to help young people learn to think so they will become future global and local citizens and help to solve problems we have yet to uncover. Scientists and artists alike use this skill everyday. A scientists thinks critically about a new research paper, results from an experiment, or how best to share information with others. An artist problem solves how best to convey their idea, their composition, or where their next show will be.
The scientific process includes observing, wondering, noticing, guessing outcomes, gathering information, recording information, sharing that information with others, analyzing, and decision making. Science is not just facts and figures, it is a way of viewing the world, a way of thinking. Art shares this attribute. Artists observe, wonder, notice, gather ideas and information, record their ideas, share their work, and make decisions all the time. As an artist I find calm in my ability to identify a composition or notice the details of the world around me. As a scientist I find peace through knowing there is always more to learn, more to be discovered, and more to understand. As an educator I combine these two pieces, for it is how I view the world, it is how I learn, therefore it is how I run my classroom.
It is important to me that I lead my example. I expect students to not fear their mistakes in art, therefore I do the same. I love artwork in which you can see the artist’s hand - those “mistakes” are what make the piece beautiful, therefore I try to adopt the philosophy that there are no mistakes in art. Whether it be the individual brush strokes, or the sketched lines trying to find form– it shows that the artist is finding the right shape, that not every line must be perfect, and that nobody can draw or paint perfectly. This ability to see the beauty in mistakes is the basis for social emotional learning. Empathy is integral to the human experience. Having “tough” conversations, working through social issues, and classroom management conversations encourage empathy. Setting up a classroom that feels supportive and safe includes honesty, empathy, and a willingness to address issues as they arise. I will feel fulfilled when a student walks out of my classroom at the end of the year as a kind and respectful human being who can find beauty in the world around them.
As a naturally reflective person I make time to think about how the day went, what I could have done differently, and what my goals are for tomorrow. Part of the process is making mistakes and problem solving. I might ask myself “Why didn’t that work? What can you change to make it work?” These are the same questions I ask my students. When students are held accountable for their ideas, they are more engaged and have more fun. They become participants in their education rather than recipients. Because learning occurs in ways unique to each student, giving them opportunities to express their ideas helps them synthesize the material in a way that makes sense for the individual.