ART TEACHING PHILOSOPHY

​ I like working with young people and perceive myself to be able to foster strong working relationships by expressing a genuine interest in students as individuals. I understand that during our formative years it is especially important to be felt you are seen, heard and acknowledged. I consider myself to be a supportive, committed and fair teacher and as a colleague, I aim to establish collaborative working relationships.



I encourage learners to strive for excellence and take ownership of their own achievements. My studio is a stimulating and creative environment in which I communicate enthusiasm for my subject and high expectations in standards of work and application both from my students and myself. My objective in Art is to teach valuable, transferable skills that will result in learning for life; in particular learning how to learn and giving feedback to one's own performance. I use a combination of multi sensory and active learning to engage students in absorbing, challenging and exciting lessons and I strongly believe in scaffolding a framework that encourages independent thinking by allowing room for choice and risk taking. In Visual Art and Design we create challenges that need to be solved and often the approach towards problem solving, becomes the most interesting element within the subject.



In today’s fast paced world, I consider the Art classroom to provide a dynamic backdrop for both quiet contemplation and reflection. It is also the scene for lively discussions that challenge individual’s perceptions and beliefs. Visual Art is a subject that teaches us to ask meaningful questions, make connections and become engaged with the world in which we live. Learners cultivate their own thought processes, as they are encouraged to adopt an open mind-set and to hold conflicting opinions and suspend judgment whilst making decisions. Critique sessions facilitate this and I make time for regular discussions of ideas and self-reflection. These experiences are significant in learning how to give voice to ones own opinion and allows learners an opportunity to engage with different viewpoints, increasing confidence with verbal and written communication skills and effectively using feedback to set personal targets.



Art is the oldest form of communication. It has documented the history and evolution of the world, changes in technology, attitudes and social behaviours. This is why I believe that Art can offer an insight into any subject, topic or culture. I am therefore passionate about teaching contextual understanding as it is a powerful tool towards enhancing student’s knowledge of the world, as well as enriching their practice as an artist. I personalise learning by directing students to study artists relevant to their individual journeys and this allows natural opportunities for differentiation. I greatly value the importance of drawing as a tool for thinking and sensitively incorporate a range of drawing systems into my units. I believe drawing is something that can be taught and carefully take the time to break down tasks that engage students of all capabilities. Combining critical analysis and technical skills allows learners to experience a sound, dynamic and rich learning experience, which results in a deeper appreciation and understanding of the subject as well as visibly stronger artworks.

​

This central philosophy underpins the way I design and deliver my teaching across all age groups. My aim as an educator is to model good morals and a positive attitude as I contribute towards the development of confident, creative, responsible and proactive individuals.