I have always seen myself as a teacher, specifically an art teacher. It is an integral part of who I am. I’m the person others come to when they have a question, because they know I will make time to work out an answer alongside them. Sharing my knowledge and ideas are something I have thoroughly enjoyed my whole life. Having a career where I can learn, grow, and share has been a dream of mine. Another character trait of mine is my passion for art. I am passionate about it because art is forever changing. Through art many learn to question, to express, and to work collaboratively. Important qualities I want to instill in future students. The field of art education was the path that made the most sense to me to live my dream of always learning, growing, sharing my passion, and all the while helping others meet their full potential.
It is with the ability to be a great thinker a student can be an artist, an active member of society, a compassionate person, and a future leader. With a heavy focus of looking at contemporary artists as well as studying art history, my students will form a true understanding of what an artist is and their role in society. This will show students how artists have been innovators and have pushed boundaries to solve problems. Overall I would like my students to leave my class having an understanding that art is a tool to help them become critical thinkers and problem solvers.
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My Goals:
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Big Ideas, Studio Habits, and Constructivism
What is a Big Idea?
A big idea is a universal concept that can be seen across cultures, races, societies, and genders. The concept of teaching with a big idea was developed by Sydney Walker. Teaching with a big idea drives the students to work personally as well as make it relevant for them.
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Examples of Big Ideas:
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What ARe the Studio Habits?
Studio Habits of the Mind were developed by Lois Hetland. Through research she identified eight habits that all artist use in their daily practice and what art teachers essentially teach. Those eight habits are:
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I use these to help student see how how their brain works. As well as what skills and habits they form by taking part in the creative thinking process. The Studio Habits are also a great tool to use to create assessments and objectives - lining with NY State and National Standards with ease. Click the button to see "I can" statements I've created using the Studio Habits.
What is Constructivism?
In Eliza Pitri's words, "constructivism as a learning theory maintains that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe..." It is the students that will construct their learning by making connections of what they already know to what is being taught in the art room. I write lessons that will build on students' prior knowledge and have activities that are student driven.
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Mini STEAM lesson - "Three Little Pigs"
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Big Ideas + Studio Habits + Constructivism
= Choice Based Art
With the combination of big ideas, studio habits, and constructivism I'm able to create curriculum and an art space that has students be more active in the art projects. Students are becoming their own artist by making choices, researching, and exploring what art as to offer. I encourage my students to learn alongside me with open-ended comments or questions like, "I wonder..." As well as have a collaborative class environment where we are all artists working to help one another grow.
Taking the time to break down the creative process and using the studio habits shows students how the think when making art. This helps students be able to make appropriate choices in art making. As well as a great jumping off point for assessments. Reflection is a huge part of the creative thinking process and studio habits, which gives students a chance to be engaged in the assessing process.
With these approaches I reach the child holistically and build a rapport with the person they are. In my art room we are all artists no matter what the skills. We are all still learning and growing. Making me be able to be a collaborator, a model, and a facilitator for my students.
Taking the time to break down the creative process and using the studio habits shows students how the think when making art. This helps students be able to make appropriate choices in art making. As well as a great jumping off point for assessments. Reflection is a huge part of the creative thinking process and studio habits, which gives students a chance to be engaged in the assessing process.
With these approaches I reach the child holistically and build a rapport with the person they are. In my art room we are all artists no matter what the skills. We are all still learning and growing. Making me be able to be a collaborator, a model, and a facilitator for my students.