Graduate spotlights: Exploring the intrinsic value of K-12 arts education (part 2)

This is the third installment in a series of five stories about recent Herron graduates whose creative practices include research, teaching, and clinical approaches.

Earlier this week, we featured teaching philosophies of some of this year's 21-strong students earning Herron's Bachelor of Arts Education degrees.

Below are six additional approaches to teaching art that highlight how these soon-to-be art educators will cultivate not only the next generation of artists, but also critical thinkers and problem solvers.

Productive risk-taking

I know that it's a cliché, but I always wanted to be a teacher. When I finally got to high school, I took my first art class. My art teacher said, "Anyone can be an artist as long as they want to be an artist." These words have stuck with me and had a profound impact on my philosophy of teaching.

I want my classroom to be a place where creativity and out-of-the-box thinking are valued, and where students can feel comfortable and freely express themselves without judgment.

Students often fear making mistakes, but mistakes will be accepted as a major part of the learning process in my classroom. Plus, I will always be open-minded and be there for them when they need someone to talk to.

A conceptual framework

Art has many useful things to offer ever single individual, artist or not, and society as a whole. In my opinion, the most important things for every student to learn through art class are creative problem-solving, appreciation for critique, cultural awareness, and healthy risk-taking.

I have tremendous confidence in the ability of all students to grow in these valuable skills that will help them throughout their school careers and beyond into the rest of their personal and professional lives. Isn't that what education is all about?

In the classroom, I help develop students as a whole person, acting as their personal advocate to ensure that their social, emotional, physical, and academic needs are met. I make it clear that I have respect for every student's knowledge and experiences, aiming to learn as much from them as they do from me. I'm never going to make a statement when I can ask a question.

Exploration of self-identity

I believe all students are capable of learning and have the ability to be artists. There's hope for equal education in believing that they can learn. I have high expectations of each individual, regardless of any preconceived bar placed on a student. 

When artists make art, their identity is naturally reflected. I think that my art reflects my life and my state of mind.

Art also offers the ability to push yourself, to be a better artist and a better human being. Ultimately, I want to be satisfied with what I create and/or how I teach, which in return is a reminder of my passion for art and my purpose.

Imaginative, engaging experiences

Through art, I will teach compassion, empathy, and leadership. But I will also encourage students to have fun when creating, because that's what art should be.

When I was younger, an art teacher said, "Dream big," which had a huge influence on me. Going through this college experience I held that idea very close to me and used it to better myself.

When I go out into the field, I will remember what I've learned, and direct tomorrow's future.

A culture of continuous growth

I believe that the creative process is unique and continuous, and that art helps to express in the most beautiful ways what is happening in our world. I've grown in my passion for art and working with students of all ages during my journey to becoming an art teacher. I bring my life experiences into the classroom and inspire students to do the same thing.

I use multiple teaching approaches in my classroom, including the use of teamwork and hands-on activities, to create a safe environment in which students can express themselves fully. Students are encouraged to speak their voices and respect the art and viewpoints of each other. They work with relevant, relatable topics that spark discussion, inspiration, and reflection.

By guiding students to create what they're passionate about, I help make sure they're both invested in their work and building on personal skills.