Philosophy of Education
My personal educational philosophy is a direct result of my ever changing circumstances and will evolve, as I do, throughout my educational career. Education is broad and must be tailored to each type of student. Students not only need to be taught formal knowledge, but also socialization, culture and values. After working in a variety of educational settings, from the formal high school classroom to private adult art lessons, I have found knowledge is only half of what an educator needs to teach.
Since being a high school technology teacher in Virginia, I feel that the newest technology that is available to me must be used in my classroom. Technology is an invaluable tool that will penetrate every aspect of education. I believe teachers must be up to date in all new technology in order for them to use it appropriately, as they should always be using and looking for the best for their students.
Curriculum and instruction must be diverse to assist with individual learning, using different styles of teaching for different types of students. The progressive changes of mainstreaming and inclusion are allowing every student the chance to succeed in the classroom and therefore be successful in life and society. As a public high school art teacher, I have had many students with Individual education plans included into my classrooms. Some have had severe and profound mental and/or physical disabilities, and some have been mild learning challenges. I have seen each though, as an opportunity to make a difference in that learner's life.
I believe that education should be concerned with the whole person. Just stimulating a student's mind is not enough. In order for a student to be prepared for the world, we, as educators must be responsible for the social and psychological aspects of development. As a foster parent, the psychological development of a child has become even more important to me. My husband and I have had thirteen children under the age of thirteen in our home over the past four years. Living intimately with children that are in need of basic care, love and acceptance has developed my feeling that teachers must take responsibility to help raise the whole child. Teachers should also be the role models the students may lack and promote only the best morals and attitudes. Teachers may have to teach students basic social skills along with basic knowledge. They must try to ensure that every student reaches their full potential.
Reaching a person’s full potential is important, and can be done at a post-secondary level using art education. Adult education is the most rapidly growing sector of education with more than 50% of all college students in the United States are over the age of 25. This statistic supports the fact that adults are entering post-secondary education to fulfill their own needs. Adult students will benefit from arts classes by learning to think creatively and innovative. Few college courses can meet the expectations of adult students in this area, except the arts.
These expectations are a tall order to fill, even for the most effective teachers. In order for teachers to accomplish all of the above, and so much more, they have to search for the best ways to teach and reach their students. Maxine Greene, a noted existentialist in educational philosophy, stated in her work Landscapes of Learning, "I would want to see one or another art form taught in all pedagogical contexts, because of the way in which aesthetic experiences provide a ground for the questioning that launches sense-making and the understanding of what it is to exist in a world," (Greene, M., 1978, Landscapes of learning). I could not agree with her more. I will continue to use art to understand my world and teach others about it, so that they may be aware of our world.
Philosophy of Arts Education
The arts have always been part of the human civilization since the very beginning; they connect each new generation to the one before and are deeply embedded in our daily lives. This is why the arts are inseparable from the very meaning of the term ''education.'' I believe that knowing and practicing the arts are fundamental to the healthy development of human minds and spirits. I believe that no one can claim to be truly educated who lacks basic knowledge and skills in the arts.
“Art provides unique opportunities to explore and develop ways of knowing, doing, and being. As such, art, as a core subject …is a critical component in the development of every child and in multiple ways permeates every aspect of human existence.” –U.S. Department of Education
In many places art education tends to focus on the idea that art makes a person more creative and perceptive. There is no doubt this is true, but there is so much more involved in a comprehensive art program. Information and data, in literature and in educational research, continually highlight the value of art in education, demonstrating that art education provides avenues to crucial modes of thinking and learning. It helps students on many levels with all academic subjects as well as developing an understanding and appreciation of various disciplines of the arts. Art allows for opportunities that other core subjects do not and by interconnecting a multidisciplinary art program students will benefit greatly.
I believe a complete art program allows every student to develop problem solving skills and means of expression. Creative learning encourages students to connect knowledge to other subjects and to respond with innovation, understanding, flexibility and imagination. Art education also increases positive attitudes towards self, others, and the environment through creative experiences. This allows for an understanding of our world, an acceptance of different cultures, an exploration and mixture of visual culture and art history are essential in creating a balanced art program. A complete art education is not limited to the classroom either. I expect involvement between students, administration, and community, to be utilized with a mixture of art history and art production make an art program whole.
Discipline-based arts education is a conceptual approach to teaching the arts in the prekindergarten through twelfth grade general education setting to all students. In discipline-based arts education, the concepts, processes, and values inherent in music, theatre, and visual arts are studied and explored through four methods of inquiry: production, history, aesthetic, and criticism. Each of these interrelated approaches provides a different perspective for experiencing, understanding, reflecting upon, and valuing the arts. This approach to arts education allows students to interpret and obtain meaning from works of dance, music, theatre, and visual art that they hear, read, view; create; explore; share, present, perform; and experience as audience members.
Since being a high school technology teacher in Virginia, I feel that the newest technology that is available to me must be used in my classroom. Technology is an invaluable tool that will penetrate every aspect of education. I believe teachers must be up to date in all new technology in order for them to use it appropriately, as they should always be using and looking for the best for their students.
Curriculum and instruction must be diverse to assist with individual learning, using different styles of teaching for different types of students. The progressive changes of mainstreaming and inclusion are allowing every student the chance to succeed in the classroom and therefore be successful in life and society. As a public high school art teacher, I have had many students with Individual education plans included into my classrooms. Some have had severe and profound mental and/or physical disabilities, and some have been mild learning challenges. I have seen each though, as an opportunity to make a difference in that learner's life.
I believe that education should be concerned with the whole person. Just stimulating a student's mind is not enough. In order for a student to be prepared for the world, we, as educators must be responsible for the social and psychological aspects of development. As a foster parent, the psychological development of a child has become even more important to me. My husband and I have had thirteen children under the age of thirteen in our home over the past four years. Living intimately with children that are in need of basic care, love and acceptance has developed my feeling that teachers must take responsibility to help raise the whole child. Teachers should also be the role models the students may lack and promote only the best morals and attitudes. Teachers may have to teach students basic social skills along with basic knowledge. They must try to ensure that every student reaches their full potential.
Reaching a person’s full potential is important, and can be done at a post-secondary level using art education. Adult education is the most rapidly growing sector of education with more than 50% of all college students in the United States are over the age of 25. This statistic supports the fact that adults are entering post-secondary education to fulfill their own needs. Adult students will benefit from arts classes by learning to think creatively and innovative. Few college courses can meet the expectations of adult students in this area, except the arts.
These expectations are a tall order to fill, even for the most effective teachers. In order for teachers to accomplish all of the above, and so much more, they have to search for the best ways to teach and reach their students. Maxine Greene, a noted existentialist in educational philosophy, stated in her work Landscapes of Learning, "I would want to see one or another art form taught in all pedagogical contexts, because of the way in which aesthetic experiences provide a ground for the questioning that launches sense-making and the understanding of what it is to exist in a world," (Greene, M., 1978, Landscapes of learning). I could not agree with her more. I will continue to use art to understand my world and teach others about it, so that they may be aware of our world.
Philosophy of Arts Education
The arts have always been part of the human civilization since the very beginning; they connect each new generation to the one before and are deeply embedded in our daily lives. This is why the arts are inseparable from the very meaning of the term ''education.'' I believe that knowing and practicing the arts are fundamental to the healthy development of human minds and spirits. I believe that no one can claim to be truly educated who lacks basic knowledge and skills in the arts.
“Art provides unique opportunities to explore and develop ways of knowing, doing, and being. As such, art, as a core subject …is a critical component in the development of every child and in multiple ways permeates every aspect of human existence.” –U.S. Department of Education
In many places art education tends to focus on the idea that art makes a person more creative and perceptive. There is no doubt this is true, but there is so much more involved in a comprehensive art program. Information and data, in literature and in educational research, continually highlight the value of art in education, demonstrating that art education provides avenues to crucial modes of thinking and learning. It helps students on many levels with all academic subjects as well as developing an understanding and appreciation of various disciplines of the arts. Art allows for opportunities that other core subjects do not and by interconnecting a multidisciplinary art program students will benefit greatly.
I believe a complete art program allows every student to develop problem solving skills and means of expression. Creative learning encourages students to connect knowledge to other subjects and to respond with innovation, understanding, flexibility and imagination. Art education also increases positive attitudes towards self, others, and the environment through creative experiences. This allows for an understanding of our world, an acceptance of different cultures, an exploration and mixture of visual culture and art history are essential in creating a balanced art program. A complete art education is not limited to the classroom either. I expect involvement between students, administration, and community, to be utilized with a mixture of art history and art production make an art program whole.
Discipline-based arts education is a conceptual approach to teaching the arts in the prekindergarten through twelfth grade general education setting to all students. In discipline-based arts education, the concepts, processes, and values inherent in music, theatre, and visual arts are studied and explored through four methods of inquiry: production, history, aesthetic, and criticism. Each of these interrelated approaches provides a different perspective for experiencing, understanding, reflecting upon, and valuing the arts. This approach to arts education allows students to interpret and obtain meaning from works of dance, music, theatre, and visual art that they hear, read, view; create; explore; share, present, perform; and experience as audience members.