In praise of Herron's B.A.E. graduates and their diverse K-12 teaching philosophies (part 2)

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

Last week, we highlighted the philosophies that will guide the classroom culture of nine Herron graduates who will soon begin their careers as art educators. Here's the second installment of our two-part story, which features the remaining eight graduates' perspectives on teaching art in K-12 schools across Indiana and beyond.

We are excited to see how our 2021 Bachelor of Art Education graduates shine in the classroom as they nurture the next generation of not only artists and designers, but also critical thinkers and problem solvers.

To accomplish this, I will teach students about both historically significant and contemporary artists, as well as how their works relate to the artist themselves. When we return to project creation and look at these examples, I want students to think about themselves and how they would create artwork influenced by their own personal experiences.

Empowering students through art

Yolanda Gregory
Gary, Indiana
B.A.E Art Education '21

My mission as a future art educator is to give back to my community what art has given me. Because art is a valuable resource, I want my students to be able to experience it in the same way that I did. I want students of from all walks of life to understand how empowering and life-changing art can be in their lives, and that they have the ability to be the best versions of themselves.

It is critical for me to always be able to speak up for and advocate for my students. I will do everything possible to meet their needs and will treat them with dignity and respect. I'll make sure they have the best possible art experiences and learn that art is truly powerful and can make a difference in the world, just as I know they can.

I want to provide students with a welcoming classroom environment in which they can experiment and step outside of their comfort zone. I want to meet students where they are and allow them to grow. If each student improved their knowledge, appreciation of art, and self-awareness, I will have met my goals.

Understanding my student's artistic skill level enables me to mentor them in discovering and becoming comfortable with their own artistic style of self-expression. By scaffolding and diversifying lessons, students can be nurtured and supported at their own pace, allowing everyone to participate and grow. I can use art to help students discover how they learn best and to spark their drive to be metacognitive critical thinkers.

Art educators must be enthusiastic about teaching and knowledgeable about not only past and present art, but also about diverse cultures, demographics, and global current events. Art acts as a bridge between worlds. It lacks a fixed language, instead distinguishing itself through fluid guidelines and subjectivity. I plan to use art to educate on a variety of topics, thinking outside the box and beyond the mundane.

While content area and technical skill are important aspects of a good arts education, they should not be the only focus in the classroom. The process is equally as important. This will be accomplished through a focus on creative thinking, problem solving, and experimentation. Above all, I want for both my students and I to learn more about the world around us.

I hope to empower my students by promoting equity in the classroom. I intend to engage them by employing different teaching methods, and I hope to demonstrate comprehension by establishing individual rapport. As part of their education, students must learn to appreciate and create art. By understanding, engaging, and empowering them, I will instill in them the ability to harness creativity.