As an Art Educator, I believe that everyone has the capability to be an artist when they adopt an optimistic mindset, utilize creative thinking, and commit to the making process to foster a mindset that opposes the perceived exclusivity of art making.  My minor in Art History also inspires projects that include both Classical art history, as well as diverse, contemporary artists, so students will be exposed to a broad spectrum of relatable, inspiring content. Many of my lessons utilize cross-curricular connections to reinforce information from core classes and build on students’ prior knowledge. Scaffolding learning ensures that students are provided the opportunity to explore new media, techniques, and artists to develop familiarity and confidence with each process.  

     Organization is instrumental when introducing structured lessons that utilize aspects of choice-based artmaking that highlight students’ creativity. My classroom will employ cross-curricular lessons that draw on students prior learning and capture student’s creativity. This was especially relevant in my student teaching placement at Southwestern Elementary when kindergarteners learned about the states of water in connection to their snowflake drawings. At the secondary level, I want students to remember that they have autonomy over the general directionality of their projects. This structure is reminiscent of my experience in Brant Powel’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, while also investing time into teaching the elements of art and principles of design. Pairing a laid-back atmosphere with high expectations creates a safe space for students to elevate their skills as artists, with guidance as needed.  

     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 perseverance. In my past art classes, teachers emphasized the importance of patience and committing to the process. I was proud of each of my final images when I understood the value of the creative process; 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 both the making process and their final work. This is one of the most important, applicable lessons I want students to learn through the art making process by practicing independent thinking and taking responsibility for their work.  

     Relating to students through style, skill, and enthusiasm for visual art is one of my main strengths as an art educator. My experience as a freelance artist outside of the classroom also provides 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. My goal is to create a classroom where all students feel empowered to take creative risks, make meaningful connections, and develop the skills they need to be thoughtful artists—and confident individuals—in the world beyond school.