My teaching philosophy in art education is based on the idea of establishing a strong foundation of the discipline. By middle school years, there are many student who have not experienced an art class. To then, and others, art can seem intimidating based on what they heard or seen. Many of them enter the class with the statement, “I can’t draw, so I don’t think I will do well!” From there, if the elements and principles are presented in small portions and accurately paced, those students will begin to be more engaged and feel more confident about the experience.
My philosophy of teaching art is consistent with 2 main movements/theologies developed in the history of art education. Both Eisner and Dissanayake believed that art is basic. Eisner’s idea was that these basics of art “invites students to look carefully so that they might see” (Bates, 2000). Dissanayake thought that art is basic “because making is an intrinsic behavior of humankind” (Bates, 2000).
At the beginning of the year, I have each class look at the element of lines. They learn that lines are everywhere and that anyone who can write their own name as the potential to master lines. My students are amazed when I discuss with them the connection between ancient wall writings, and how today’s letters are artistic symbols. Since lines are the basic foundation from which all art is produced, they immediately connect with the idea that not only is art everywhere, but whenever they do something as simple as write their name, they are engaging in the art making process. Dissanayake also believed in making this connection due to her idea that “human beings have engaged in art behavior since the earliest beginning of our species” (Bates, 2000).
The consistency in my teaching philosophy is that I always begin a lesson by presenting one of the elements of art or the principles of design (which aligns with both state and IB standards), and how the lesson centers around them. The process goes from presentation, to discussion, to art making, and ends with critiquing. For the entire process, I encourage my students to ask questions, to assist with demonstrations, and urge them to use their imaginations in their work. Eisner also believed in “art providing children with opportunities to use their imaginations and if that educators can successfully teach students about the subjective nature of art, we can continue to open up even greater opportunities for them” (Bates, 2000).
In conclusion, my philosophy of teaching art is centered around bringing art to a basic level in which students can engage and feel confident. It is always gratifying to see the student’s reactions when I can make a connection between themselves, the real world, and how art is embedded within both. I teach them that the clothes that they wear, the products that they buy, and even how they present themselves is a product of the art making process. Once this is done, art can go from something they’ve seen in a museum, to something in which they can now grasp and achieve greatness.
Reference:
Bates, Jane K. Becoming an art teacher. Wadsworth/Thomson Learning, 2000.
My philosophy of teaching art is consistent with 2 main movements/theologies developed in the history of art education. Both Eisner and Dissanayake believed that art is basic. Eisner’s idea was that these basics of art “invites students to look carefully so that they might see” (Bates, 2000). Dissanayake thought that art is basic “because making is an intrinsic behavior of humankind” (Bates, 2000).
At the beginning of the year, I have each class look at the element of lines. They learn that lines are everywhere and that anyone who can write their own name as the potential to master lines. My students are amazed when I discuss with them the connection between ancient wall writings, and how today’s letters are artistic symbols. Since lines are the basic foundation from which all art is produced, they immediately connect with the idea that not only is art everywhere, but whenever they do something as simple as write their name, they are engaging in the art making process. Dissanayake also believed in making this connection due to her idea that “human beings have engaged in art behavior since the earliest beginning of our species” (Bates, 2000).
The consistency in my teaching philosophy is that I always begin a lesson by presenting one of the elements of art or the principles of design (which aligns with both state and IB standards), and how the lesson centers around them. The process goes from presentation, to discussion, to art making, and ends with critiquing. For the entire process, I encourage my students to ask questions, to assist with demonstrations, and urge them to use their imaginations in their work. Eisner also believed in “art providing children with opportunities to use their imaginations and if that educators can successfully teach students about the subjective nature of art, we can continue to open up even greater opportunities for them” (Bates, 2000).
In conclusion, my philosophy of teaching art is centered around bringing art to a basic level in which students can engage and feel confident. It is always gratifying to see the student’s reactions when I can make a connection between themselves, the real world, and how art is embedded within both. I teach them that the clothes that they wear, the products that they buy, and even how they present themselves is a product of the art making process. Once this is done, art can go from something they’ve seen in a museum, to something in which they can now grasp and achieve greatness.
Reference:
Bates, Jane K. Becoming an art teacher. Wadsworth/Thomson Learning, 2000.