As an Art Educator, one has the unique opportunity to break down the perceived exclusivity of art making; it is important to emphasize the idea that anyone can make art when they exert effort. Students will understand that everyone has the capability to be artists when they adopt an optimistic mindset, utilize creative thinking, and commit to the making process. To scaffold this ideology, I will first engage students in each artmaking process through experimentation. Therefore, each class will have a safe environment to explore new media and develop familiarity and confidence with each process before beginning any large-scale projects.

 

     Regarding the organizational style, the classroom itself will employ structured lessons, but utilize choice-based learning to capture student’s creativity.  I want students to remember that in my class they have autonomy over the general directionality of their projects. This structure is reminiscent of my experience in Brant Powell’s class when I attended high school in Art III-AP Studio. He was reasonable in that he allowed his students to choose a specific subject, within his broad prompts. By pairing a laid-back atmosphere with high expectations, my class will provide a calming space for students to elevate their skills as artists, with guidance as needed. By introducing projects that include both Classical art history, as well as contemporary artists, students will be exposed to a broad spectrum of relatable, inspiring content.

 

     Conceptually, students will use critical thinking and problem solving when experimenting with each medium. This can be applied to other areas of their lives to practice problem solving and perseverance. For instance, in my past art classes, teachers emphasized the importance of patience and committing to the process. By continuing to create despite the unappealing stages, I was proud of each of the final images, and this is an important mindset to convey to students to prepare for when assignments, college, or careers become difficult. One’s persistence determines the degree of success in their final work. This is one of the most important, applicable lessons I want students to learn though the art making process by practicing independent thinking and taking responsibility for their work, despite outside influence.

 

     Relating to students through style, skill, and enthusiasm for visual art is one of my main strengths as an art educator. I want students to remember my enthusiasm for the art making processes included in the curriculum. Similarly, my experience as a freelance artist outside of the classroom will provide valuable knowledge to students who have similar post-academic goals. By the end of the semester, students will make thematic connections between their art and those of contemporary artists, apply real-world critical thinking to the making process, practice problem-solving skills, and develop attention to detail for their future endeavors.  By using these skills combined with the freedom to explore their own opinions in class throughout the semester, students will learn how to think independently of mass opinions.