In praise of Herron's B.A.E. graduates and their diverse K-12 teaching philosophies (part 1)

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

Another academic year has come to an end, but classes will resume in the fall for our Bachelor of Art Education graduates. The main difference is that they will be teaching in their own classrooms, giving back to their communities, and starting a career as art educators.

In honor of our B.A.E. class of 2021, we'll be highlighting the distinct philosophies that will guide their classroom culture and lesson plans as they set out to share their unparalleled knowledge and enthusiasm for arts and culture this week and next.

I lead students through artistic exercises that incrementally build their expertise and confidence in working with specific materials. I also use this method of gradually expanding our artistic repertoire when I introduce students to the major elements and principles of art and design.

My core teaching beliefs include providing all students with the materials and technical skills they require to succeed, incorporating all students' interests and cultures into lessons, and teaching life skills to assist them in overcoming obstacles and becoming confident individuals. I believe in my own ability to continue to improve and grow, just as I expect my students to be self-advocates, problem solvers, and critical thinkers.

I want my students to be able to use both sides of their brains, to be able to balance logic and emotion. I want them to be able to think in new ways and from new perspectives. If I can provide students with the knowledge and skill set to solve any number of problems they may encounter in their lives, I will consider myself a successful educator.

Students need guidance and direction, but they also need the freedom to figure things out on their own. I believe that art classes can inspire students to be more than just creative. They help students develop critical thinking skills, allow them to learn from their mistakes, and encourage peer collaboration.

Collaborating with other teachers in the building and in the community to create a cohesive plan for student learning also contributes to providing the best education possible.

I'll also incorporate what students are learning in other classes. They will gain a better understanding of the world by learning the significance of art history and culture. By observing, writing, and discussing art, they will improve their literacy skills. I will work with them to help them gain the skills necessary to effectively communicate their ideas and create art that is truly meaningful to them.

Students in my classroom will look at a variety of artists and artworks from around the world that have been used to spark discussion about various topics such as identity and social issues. I don't expect every student to be the next Picasso, but I hope to equip each student with skills like observation, reflection, creativity, and communication through education.

An artist is first an autonomous learner, then an informed consumer, and finally a storyteller engaging with a universal language. We are solicited by visual information every waking moment, whether we realize it or not, so I teach students to engage both their brains and their eyes. I teach them to look into the language of symbols in order to uncover the messages we are bombarded with.

In the art room, students improve their adaptability, resilience, and problem-solving abilities. They learn skills that transcend the curriculum and have an impact on who they are as people through the lens of the arts. Each student is given a voice as an artist, which encourages inclusion and acceptance. Having a voice and a place to use it promotes student growth within our art room.