I believe that as an educator, I must create equitable learning experiences for students of all identities and walks of life. These experiences are not possible without my effort to build and sustain dynamic relationships. I am continuously working to construct these relationships by establishing community agreements/guidelines alongside my students. After agreements are established, students are encouraged to speak freely, honestly, and bravely in the community that they have created for themselves. Oftentimes, this involves speaking about our experiences with privilege and oppression. As a white, bisexual, queer, woman, I understand that I have a multitude of intersecting privileges that impact my ability to receive an education. When I acknowledge these privileges, students might feel led to speak about their own experiences throughout the class/semester. 

 

I genuinely believe that meaningful instruction and collaboration cannot take place without developing a community and establishing sustainable relationships. Therefore, regardless of the medium, discipline, or content that I may be teaching, students will be encouraged to develop artwork that helps the viewer understand the complexities of that student’s identities and experiences. For example, a conceptual prompt might read, “Create an artwork that helps the viewer understand one or more aspects of your identity.” Students might also be encouraged to consider their salient and non-salient identities as well as ones that hold privilege over others. 

 

After relationships have been built and a brave communal space has been established, students will be confronted with the opportunity to create conceptual artwork that evidences the visual arts standards: Creation, Presentation, Response, and Connection.

 

One of the most fundamental philosophies, when it comes to Art Education, is considering how many choices students have in their studio practice.  When I provide my students with lots of choices, whether it be open-ended prompts or a diverse collection of mediums, I am creating space for students to have autonomy over their work. When students feel in control over their art, they also tend to feel motivated and tenacious. Eventually, a growth mindset is developed. I have also found that providing students with choice allows me to differentiate and accommodate students' mental, behavioral, and physical needs. My students will also consider the visual arts as one part of an interconnected whole among the humanities and sciences. Therefore, my students will choose transdisciplinary themes such as change, environment, connections, systems, and energy to explore.

 

In simplified terms, my educational philosophy and belief embody the development of relationships within a collaborative, safe, and respectful community and art-making that is choice-based, transdisciplinary, skill-oriented, and experimental.