After 9 years of teaching in a “recipe” sort of style where everyone was creating basically different versions of the same thing, I was feeling quite empty and disillusioned about what being an art teacher had become for me. But there was also a struggle to get all students engaged and motivated to make art. Of course I recognized the merit in students acquiring skills and learning new information. There didn’t seem to be much room for young students to express their own creativity. Seeing her being creative definitely influenced my own love of “making things.” Since becoming an art teacher I have always felt that despite what graduate school taught us, there were a lot of constraints on kids with same-looking projects being produced and strict guidelines to follow. My interest in art came from growing up watching my mom, who was an artist making oil paintings, doing black and white photography and creating stained glass pieces. Madalyn Grano, Bedford Villiage ElementarySchool Providing choice for our students allows for more creative ownership, giving them the skills to direct and value their own learning experiences. Choice allows children to create and communicate authentically instead of simply mimicking what adults think children should express. One of the first things we do as human beings is to make marks and draw, before we learn how to write. I believe that teaching choice helps us get back to our roots. To be able to help them find their voice through the arts is truly rewarding. It is wonderful to gain a window and perspective into how kids see and make sense of the world. My love for art and instilling a sense of creativity and wonder in children, made teaching art a perfect fit for me. Sarah Gilchrist, Bedford Hills Elementary School In my own artistic practice I am constantly trying new things, learning more, and experimenting with materials and ideas. Teaching for artistic behavior is an instructional model that closely aligns with my personal philosophy of education and I believe encourages students to interact with art that is relevant to their personal interests and lives outside of the classroom. As well as, assisting them to develop important skills that will transfer to experiences outside of the classroom. As an art educator, it is my goal to guide students to realize their own unique skills, abilities and understanding of art and the world around us. I aim to mentor students who will become lifelong learners by creating meaningful learning activities that provide multiple opportunities for student choice. This never ending curiosity and passion for learning sparked my interest in sharing my passion for art with young learners through teaching. Throughout childhood and into adulthood it has played a pivotal role in how I navigate and see the world. Kisco Elementary SchoolĪll my life I have had a passion for the arts. Julianna Ferreira, Pound Ridge Elementary School and Mt. There are 8 studio habits: Engage & persist Express Develop Craft Stretch & explore Observe Envision Understanding Art Communities Reflect Each of these habits are an important part of having your students move into independence as an artist! The art studio is the home where TAB “Teaching for Artistic Behavior” comes to life with your students and where their growth as an artist thrives! Here at MKES your students will have the opportunity to experience all different types of art mediums such as drawing, painting, collage, sculpture, printmaking, fiber arts, and clay! Along with these different mediums your students will engage in studio habits of mind. Kids are artists so let’s give them the space to create! My goal as an art educator is to make sure all of my students have a safe, welcoming, energetic, all inclusive art studio where they have full ownership over their artist process. Through this approach, students are empowered to work as true artists, set their own goals, and pursue meaningful learning. Through the Studio Habits of Mind, students learn the process of creating art and being a member of an artistic community. Grounded in our department philosophy to enable students to grow as creative thinkers and authentic artists, our instructional approach (based on the TAB: Teaching Artistic Behaviors model) centers around giving students choice to pursue their own work.
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