Philosophy of Education

As an artist and an educator, my philosophy of education is heavily influenced by the importance of cultivating safety, creativity, and exploration within the mind of the child; on the larger scale, I see education as a pathway for personal and societal growth. Arts education in particular plays a crucial role in this journey, fostering creativity and allowing students to explore their unique voices. In this, I believe that the true goal of education is not only to empower students to become confident, inquisitive, and resilient individuals but also to create a nurturing environment within my classroom that encourages self-expression and exploration. With this result in mind, the development of my philosophy of education must be understood in context of my background, my current teaching role, my future goals, and the base set of values through which I guide my life.

Traditionally, educators go through graduate programs with their content as a secondary focus to their development of pedagogical practices. I did not follow this path. Instead, I found myself studying art and studying people, practicing teaching skills in a practical sense while academically honing my artistic craft. As a result during my first year of teaching, I truly appreciated the notion that teaching is a lifelong learning journey, not just for my students but for myself as well. Subsequently, I approach everything I do in the classroom with a mindset of growth and self-improvement. I am committed to continually evolving my approach, exploring new methods, and incorporating diverse perspectives to provide the best possible learning experiences for my students.

If one were to place my beliefs into a category of teaching philosophy, I suppose I align most closely with a progressive educational approach, influenced significantly by existentialist ideas. Essentially, I prioritize student interests and personal growth in my classroom, striving to create an atmosphere where learning is active and centered around problem-solving. For example, I often initiate projects that allow students to pursue their passions, encouraging them to express their thoughts and feelings through art. This often involves deliberate time spent doing guided exploration prior to the introduction of any project, so that students develop a sense of comfortability and simultaneous excitement at what they will learn to achieve. Cultivating an intrinsic motivation within the child takes precedence over cultivating an obedient follower. When the student wants to learn, and can do so on their own, I know I have succeeded at my job. I remember a moment when a student brought in a painting they had created at home, excitedly sharing it with me before school. Their pride and enthusiasm were contagious, reminding me of the profound impact that creative expression can have on a child's life.

In my current teaching, I have found that creating a democratic classroom environment is vital to my philosophy. I want every student to feel valued and heard, fostering a culture that respects individual choice and authenticity. This approach is heavily influenced by existentialism, which emphasizes personal expression and emotional commitment. The Responsive Classroom approach supports this, which I have undergone training for and strongly believe in as a set of tools to guide students towards success. By giving students the structured freedom to explore their identities through art, I help cultivate a space where they can authentically engage with their creativity. Along these lines, I place immense value on building relationships with my students; establishing trust and connection is fundamental to effective teaching. I strive to meet my students where they are, whether that means engaging in conversations about their interests or validating their struggles. For example, I make it a point to speak substantively to each student each class, either about their current project or something that I know is of interest to them. These interactions not only strengthen student trust in me as their educator and a trusted adult, but also create a sense of belonging in the classroom. One fifth grade student once shared how my class was the highlight of their day, a space where they felt they could truly be themselves. Hearing this reaffirmed my commitment to creating an inclusive environment where every student can thrive.

All of these methods culminate with a student of increased confidence and perseverance–another cornerstone of my teaching philosophy. I believe that it is my responsibility to prepare students to engage with the world around them, both within and beyond the arts. As such, opportunities for students to tackle challenges through engaging and rigorous materials stimulate their creativity while maintaining high expectations. I believe that it’s essential to step back at times, allowing students moments of success to build their confidence. This is evidenced by my use of positive reinforcement and constructive feedback to celebrate their progress. This approach not only fosters curiosity and creativity but also empowers students to take risks in their artistic endeavors.

I am deeply passionate about what I do. My dedication to teaching lies in fostering a positive learning environment where students can develop a love for learning that extends from within themselves to beyond the classroom. I aspire to impact their lives in meaningful ways, helping them to integrate the skills they acquire in art into their broader life experiences. When students leave my classroom, I hope they carry with them not only artistic skills but also a newfound confidence to explore their creativity in all aspects of their lives.