Lesson Plans

Teaching Statement

Art is a subject that focuses both on independent thinking and collaborative efforts towards a similar creative goal. These areas of focus are what make art education uniquely situated to bolster students’ Social Emotional Learning (SEL). In my art classroom, students continually develop their abilities across the five core competencies of SEL: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. My philosophy of teaching is that by providing a space where SEL is prioritized, students become empowered learners, and the school community benefits greatly.

Art is a subject that offers a perspective that differs from a lot of other subjects that students are used to: there is no one right answer. When there is no definitive answer, students are empowered to find their own unique solution. Art encourages student autonomy and can act as a catalyst for students to utilize self-awareness, self-management, and responsible decision-making skills during the creation process. The role of the art teacher is that of a guide, someone who provides an environment where this autonomy can be explored in a way that is appropriate. For example, I taught a collage unit to 2nd, 3rd and 4th graders which prompted students to create a portrait of celebration. Students were encouraged to interpret the prompt in different ways. From portraits of family members, to pets, to musical instruments, the result was a collection of artwork that truly reflected who or what was important to those students.

As an educator, I prioritize experiential learning, where my classroom can provide a space for children to play, try out new ideas, express themselves, and collaborate with their peers. I believe that it is only through experimentation with art techniques that students can gain true knowledge and skills. Students share in the experience of trying new techniques, working with their hands, creating something new, and these experiences can forge communal bonds. Using a common visual language, art provides a means for students to find commonality among classmates with various backgrounds and social identities. Students can also communicate with each other without necessarily having to rely on spoken or written language, supporting inclusivity within the classroom. During a 7th grade project in which students were tasked with exploring pattern and contrast through the medium of relief printing, students participated in creative collaboration. I led an activity wherein students passed their paper from person to person, and on each passing they created a unique pattern. Afterwards, the students had a “gallery walk” to discuss the different pattern ideas they saw and gather inspiration for their final designs. This collaborative effort helped to push students out of their comfort zone by exposing them to the ideas of others. In my art classroom, students are encouraged to look to their peers as resources and partners in collaboration. Through this collaborative work, students practice communication, empathy, and other social skills to strengthen their relationships with their peers and build their social abilities. Overall in my teaching, I aim to create a classroom environment in which students develop their artistic abilities while engaging in SEL so that students thrive in and outside of school.