Teaching Philosophy

Our students face many challenges, but the two most paralyzing are alienation and anxiety. According to Beth McMurtrie in her article "Teaching in an Age of Militant Apathy," "many students continue to exhibit debilitating levels of anxiety, hopelessness, and disconnection -- what one professor termed “militant apathy” -- colleges are struggling to come up with a response beyond short-term solutions. The standard curricula in higher ed -- and the way it’s discussed as primarily a path to economic success -- can exacerbate those feelings".[1] Suppose students think college's only benefit is moving up the economic ladder. In that case, the financial burden, constant fear of failure in an uncertain and rapidly changing world, and the seemingly transactional nature of earning a college degree must feel dehumanizing (and potentially not worth the effort).

College should be more than simply transactional. Instead, as Beth McMurtrie describes in her article, college should be an opportunity for students to "discuss the big questions bouncing around in their heads, learn a vocabulary to describe what’s happening around them, engage with the messiness of the world, and navigate their place in it".[2]  In other words, our students need to know that they are getting more than just a degree; they need to see tangible evidence of how a well-rounded education can help them navigate their future, not just their careers. As an art educator, I believe studying art can help students regain their footing in this uncertain world and find a better path forward.

Art education can help students develop their critical thinking and problem-solving skills. In art class, my students learn to approach problems in unique and imaginative ways, which can help them come up with innovative solutions to our world's challenges. My preferred pedagogy is hands-on, experimental, and interdisciplinary. I encourage my students to try various media, techniques, and technologies. This experimentation helps students create successful final artworks because they are based on a process of thoughtful introspection. When students engage in hands-on learning and produce tangible results, they gain a sense of accomplishment, which can help build their confidence and self-esteem. Art education can also play a role in promoting mental health and well-being. Studies have shown that engaging in art can reduce stress and anxiety, improve mood, and enhance cognitive function. In my classroom, my students learn to embrace the learning process, not just the end result.

Through hands-on art creation, my students are encouraged to take risks, experiment, and push the boundaries of their creativity. Creating art allows students to express their emotions and gain control over their thoughts and feelings. Additionally, creating art can help students develop resilience. In the process of learning new ideas and testing the limits of prior knowledge and skills, students may experience insecurity and frustration. Humans typically avoid these uncomfortable feelings, but it is beneficial for students to experience them in small doses. This insecurity and frustration is a normal part of growth as an artist, and as a teacher, I try to help students navigate this process. My students are welcome and encouraged to share their frustrations appropriately. Honest, open, and productive communication requires trust and support for meaningful dialogue. I foster this type of environment in my classroom.

I ask students to research and discuss relevant information about historical and contemporary art practices. Still, I allow them to incorporate their findings into their work as they see fit. While I expect that my students can analyze their work in form, content, and context, I want to see them do this in a way that is the most relevant and productive for them. I create an engaging and enriching learning environment by asking my students to practice their collaboration and communication skills through group critiques and group projects in my classes. However, I am always willing to accommodate student preferences and needs. There is not a one size fits all type of project or assignment. Instead, I prefer to give the students a foundation and let them make the project their own. I want my students to create something that excites and motivates them to go above and beyond, and I give them the flexibility and support to do so.

My students can expect me to understand that everyone comes from different backgrounds and perspectives. I have taught art professionally since 2006 and in higher education since 2014. I believe strongly in teaching to the individual. Therefore, I frequently collaborate with other educators, campus partners, and administrators to ensure the student's needs are met and that they can succeed in and out of the classroom. I am committed to providing an atmosphere for learning that is inclusive, safe, and positive. I ask my students to help me build a collaborative classroom community, and I make my expectations clear that we must value each others' opinions and communicate respectfully yet courageously. Art is often very personal, and I encourage my students to share their unique experiences, values, and beliefs while being open to the views of others and honoring the uniqueness of their peers. To help them feel comfortable, I frequently share my life experiences with my students. For example, I often share that I was diagnosed with learning disabilities as a young child and eventually with ADHD. Though disability advocacy has always been a part of my professional teaching career, my passion for promoting educational equality has been a lifelong journey. I believe so strongly in fostering an environment of inclusivity, accessibility, and understanding for students that I wrote my graduate thesis, Influence: Art, Activism, and Identity as Seen Through a Neurodivergent Lens, on this topic.

I utilize service learning in my classroom. Service learning in art allows students to use their creativity to impact their community positively. For example, my students worked with local organizations such as the La Junta Tourism to create a mural for Tarantula Fest. This mural beautified a public space and raised awareness of important conservation issues relating to our local ecosystem. Experiential learning is another approach I use; it engages students in real-world experiences that are relevant to their goals. Through experiential art learning, students can better understand the art world and how their skills can be applied in real-world settings. I encourage my students to participate in art exhibitions, attend artist talks, visit museums and galleries, and volunteer for the Otero Arts Festival. Such experiences can expose students to professional opportunities and help build their network of contacts.

I have seen the profound and life-altering power this type of educational experience can have on a student. This transformative power of art is why I have devoted my life to art education. Students can better understand themselves and their world by engaging in the creative process. They will cultivate the skills to thrive in adversity and learn to bravely be themselves. Through the study and process of creating art, I can help my students learn to engage with life again. Art offers an appropriate outlet for their fears and frustrations and is a way forward to a more equitable and meaningful future. I have seen (and personally experienced) the benefits of art education. I strive to pass these benefits on to my students.

[1]  McMurtrie, Beth. "Teaching in an Age of Militant Apathy." The Chronicle of Higher Education, 15 Feb. 2023, https://www.chronicle.com/article/teaching-in-an-age-of-militant-apathy.

[2] Ibid. 

 REFERENCES

McMurtrie, Beth. "Teaching in an Age of Militant Apathy." The Chronicle of Higher Education, 15 Feb. 2023. Accessed 18 Feb. 2023. https://www.chronicle.com/article/teaching-in-an-age-of-militant-apathy.