My goal as a teacher is to help students achieve competency in the usage of art materials, knowledge of art history, and a higher level of self-expression though art-making. Above all, I hope to inspire a love for art, and the ability to think critically about art and its role in our lives and society.
The methods I use include guided discussion art criticism, group projects for larger scale pieces (like murals), experimental use of materials in art making, and field trips to local museums and galleries.
I assess student understanding by providing a criterion-referenced grading rubric when I give the assignment, and checking in with the student as they work on a project to help guide them. Student journal entries show understanding and artistic growth, as well as many smaller art projects in addition to several more complex projects. Students learn to talk about their art and process and are evaluated on how they improve that skill over time.
Anonymous student evaluations are handed out mid-way through the term and at the end of term. These evaluations give me honest and constructive feedback from the students. I plan to continue to take classes in ceramics and painting throughout my life. I will attend the NAEA conferences when possible, and local WAEA meeting when possible.
Teaching is important to me because having a knowledgeable, supportive, kind, funny, and patient adult in adolescents’ lives can be pivotal. Many adolescents struggle at home and at school. I hope that art class becomes a place where they can be themselves, let down their guard, and express any feelings that might be overwhelming them. I hope to work with colleagues who feel the same way as I do about adolescents, and that we provide each other with a support network.
The methods I use include guided discussion art criticism, group projects for larger scale pieces (like murals), experimental use of materials in art making, and field trips to local museums and galleries.
I assess student understanding by providing a criterion-referenced grading rubric when I give the assignment, and checking in with the student as they work on a project to help guide them. Student journal entries show understanding and artistic growth, as well as many smaller art projects in addition to several more complex projects. Students learn to talk about their art and process and are evaluated on how they improve that skill over time.
Anonymous student evaluations are handed out mid-way through the term and at the end of term. These evaluations give me honest and constructive feedback from the students. I plan to continue to take classes in ceramics and painting throughout my life. I will attend the NAEA conferences when possible, and local WAEA meeting when possible.
Teaching is important to me because having a knowledgeable, supportive, kind, funny, and patient adult in adolescents’ lives can be pivotal. Many adolescents struggle at home and at school. I hope that art class becomes a place where they can be themselves, let down their guard, and express any feelings that might be overwhelming them. I hope to work with colleagues who feel the same way as I do about adolescents, and that we provide each other with a support network.
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