Personal Perspectives on Education and Pedagogy
Communication is an essential component of art education. When pathways of communication are open in all directions, the opportunities for creative and innovative classroom learning expand exponentially. Relationships between educators and students are fundamental for fostering enthusiasm. I want my students to be passionate about their work. When the teacher has an understanding of students’ interests, passionate engagement has more potential for coming into fruition. While I understand that not every student will love art, or become an artist, hopefully each one can, at some point, find herself expressing concepts with eagerness. By communicating intentions directly with them, students become an integral part of curriculum development. Student-centered learning gives students permission to connect with and affect their world by gaining agency. I believe that art is a reflection of society and is a powerful tool for change and cultural critique. They can further translate reflections concerning society into introspective reflection leading to a great self-awareness and ability to place oneself within the context of society. Communication also helps educators to be self-reflective about their curriculum and methods. By keeping these paths open, I can be cognizant about what is successful and how to re-think methods that are potentially not as effective.
Art education curriculum and learning should revolve around balanced representations and exploration of cultures and individuals that probe students to delve into their unique identities. This can be achieved by implementing a feminist pedagogical approach to the classroom, which means teaching through a lens of equity. Since many marginalized individuals remain absent in the greater discussion of Art History, the art classroom provides an opportunity for inclusion. By representing and investigating cultures and visual culture outside of the students every day experiences, individuals can be motivated to look to the world for inspiration and perspective. Self-discovery through expanding perceptions is the essence of art education. This sentiment is reflected in Paulo Freire’s pedagogy, in that education should be empowering for students. Freire (1970) states that, “Apart from inquiry, apart from the praxis, individuals cannot truly be human” (p. 3). They can in turn use this empowerment gained in the classroom towards becoming liberated individuals. The art room is a space for students who do not find their place elsewhere to express themselves freely. It is only if students see the complexities of society reflected in the art curriculum that they can explore their identities through creation and strong questioning.
Collaboration and integration of arts with community is an essential way to expand learning and education beyond the classroom. All too often students focus on their own social microcosm, typically through technology. The art classroom is an exceptional place to incorporate technology, but it is also a place for students to look up from their tablets and iPhones to synthesize ideas and experiences. Art making and learning shouldn’t be confined to the classroom. Individuals should be encouraged to synthetize, make, and display artwork throughout their lives. Art educators are uniquely poised to connect their students with local communities in many ways. Teachers can reach out and collaborate with community arts projects to create larger forums for sharing and discussing. If there are contemporary community issues or changes occurring, students can investigate and make informed reactive artwork. If there is a public space that would welcome a temporary art show, students can collaborate together and make thoughtful pieces to share with others outside of their school. If students see people other than their teachers and family members responding to and interacting with their work, they are more likely to understand that their work is impactful. Most importantly, art can be integrated into the community to spread joy, share positivity, and brighten the darker forgotten corners. These are just a few ways that collaboration and community involvement can enhance the art classroom. At the heart of art making is expression and the motivation to share.
It is through the combination of these methods that a balanced, hopeful, and insightful art classroom may exist. Educators must be constantly reflecting and expanding to adapt and innovate for the sake of students. Each child possesses a unique perspective and abundance of potential for sharing their experiences. If done correctly, the art room can begin to allow students to share and connect with others in a meaningful way.
References
Friere, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
Art education curriculum and learning should revolve around balanced representations and exploration of cultures and individuals that probe students to delve into their unique identities. This can be achieved by implementing a feminist pedagogical approach to the classroom, which means teaching through a lens of equity. Since many marginalized individuals remain absent in the greater discussion of Art History, the art classroom provides an opportunity for inclusion. By representing and investigating cultures and visual culture outside of the students every day experiences, individuals can be motivated to look to the world for inspiration and perspective. Self-discovery through expanding perceptions is the essence of art education. This sentiment is reflected in Paulo Freire’s pedagogy, in that education should be empowering for students. Freire (1970) states that, “Apart from inquiry, apart from the praxis, individuals cannot truly be human” (p. 3). They can in turn use this empowerment gained in the classroom towards becoming liberated individuals. The art room is a space for students who do not find their place elsewhere to express themselves freely. It is only if students see the complexities of society reflected in the art curriculum that they can explore their identities through creation and strong questioning.
Collaboration and integration of arts with community is an essential way to expand learning and education beyond the classroom. All too often students focus on their own social microcosm, typically through technology. The art classroom is an exceptional place to incorporate technology, but it is also a place for students to look up from their tablets and iPhones to synthesize ideas and experiences. Art making and learning shouldn’t be confined to the classroom. Individuals should be encouraged to synthetize, make, and display artwork throughout their lives. Art educators are uniquely poised to connect their students with local communities in many ways. Teachers can reach out and collaborate with community arts projects to create larger forums for sharing and discussing. If there are contemporary community issues or changes occurring, students can investigate and make informed reactive artwork. If there is a public space that would welcome a temporary art show, students can collaborate together and make thoughtful pieces to share with others outside of their school. If students see people other than their teachers and family members responding to and interacting with their work, they are more likely to understand that their work is impactful. Most importantly, art can be integrated into the community to spread joy, share positivity, and brighten the darker forgotten corners. These are just a few ways that collaboration and community involvement can enhance the art classroom. At the heart of art making is expression and the motivation to share.
It is through the combination of these methods that a balanced, hopeful, and insightful art classroom may exist. Educators must be constantly reflecting and expanding to adapt and innovate for the sake of students. Each child possesses a unique perspective and abundance of potential for sharing their experiences. If done correctly, the art room can begin to allow students to share and connect with others in a meaningful way.
References
Friere, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.