|
Art is the means by which cultures record, express and interpret the world. Student's benefit when they experience art hands-on, by integrating art history, and by utilizing different techniques and materials. A sequential art curriculum with lesson plans that guide students to think globally about different perspectives can help shape the world in which we live.
Recent professional development grants received serve as examples of my commitment to art education and my career goal to continuously create art projects and implement curriculum that keeps up with critical humanitarian issues. With the support of professional development funds from Bard, I attended the National Art Education Association's National Convention on Social Justice and Art Education in Baltimore in 2010 and then implemented a printmaking project. Student's pick and research a topic of concern within social justice and create prints that advocate or bring awareness to these issues. On Community day, I lead workshops where my students present their activist art project and discuss the topic to other students.
Academic and professional development experiences help fulfill career goals linked with my educational philosophy. After being selected for a funded three-week China Institute Summer Study Tour called History, Culture, and Sustainable Development, I was able to explore multidisciplinary perspectives in the social sciences, and research current implications from developments through history, educational systems and environmental movements in China. Students are currently using a combination of photos taken from the trip, recycled objects (gathered both in China and the U.S.) and printmaking techniques to create artwork that comments on sustainable development from a cross-cultural perspective. The student's artwork along with my own artwork created from the trip, and written reflections will come together as an e-book.
Through art and design, I encourage students to become creative problem solvers. Structured, sequential, and group learning situations, allow students to become critical thinkers. The use of motivational visuals, technology, demonstrations and constructive questioning is advocated in the classroom. Together with my students, we create a learning environment that accounts for child safety, special needs, and environmental issues. Cognitive development takes place, whether students are exploring the design process, or creating a work of art.
Assessment is a vital part of the learning process. Students maintain their work in a portfolio to monitor progress. To understand the criteria and grading process, rubrics are developed and reviewed with students.
|