Professional Documents
Culture Documents
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reciprocal, and I pride myself in being a facilitator and remind students that I learn just as much
from them as they learn from me. I take pride in listening to my students and value their
opinions and their feedback. In the end, it is our classroom, not mine alone. Having a strong
community helps when having discussions about difficult topics, such as discrimination based on
race, gender, disability, religion, and class, because students feel safe sharing with me and their
classmates in a respectful but challenging environment.
My commitment to teaching excellence is the foundation for these four objectives to
come to fruition. I show my students I respect their time and learning by being organized and
prepared, available, and willing to help. I model dedication to teaching through a cycle of
reflection and listening to student feedback, showing teaching as a continual learning process. I
share my passion and enthusiasm for art education, and stay curious. Through collaboration with
other teachers from my department and other departments, and with my teacher mentors, through
going to conferences and talks every opportunity I get, and reading research, I stay current in art
education practices, theory, and pedagogy. I view my teaching as research and as an art. My
teaching inspires my research and artmaking and vice-versa. My most recent research was
inspired by learning the challenges of critical thinking surrounding big ideas, strong
relationships, and identity work. Students shared personal issues and trauma with me, which led
me to investigate compassion fatigue and teacher self-care in my dissertation through creating
visual art, poetry, and short social fiction stories.
A part of teaching excellence is reaching all learners. I am committed to reach a wide
range of diverse learners through using a variety of teaching approaches. In a typical class, I
utilize little lecture, and instead focus on student-centered learning strategies such as reflective
writings, sharing with a partner, discussion in larger groups and class-wide discussions, field
trips, showing visual culture clips (movies, T.V. shows, stand up comedy, visual artworks),
activities, having small-group leaders or student panels teach class, class debates, listening to
podcasts, and collaborative creations. I have taken many classes on multicultural issues in art
education at both Arizona State University and The Ohio State University, including exploring
cultural issues in art education abroad in Belize and Jamaica. I have extensive knowledge in
multicultural and global education and culturally relevant and sustaining pedagogies and theories
to inform and mold my own pedagogy.
I also am inclusive to different learning styles through assessment. I give flexibility,
tailoring and modifying assignments and giving freedom of choice in many prompts in order to
benefit each learner. For example, for my students’ final in my visual culture art education class,
they chose a social justice topic we had investigated through the semester and researched it more
in-depth. They then showed their analysis of the topic through a traditional research paper or
they could create an artwork with an artist statement. This resulted in students creating poetry,
music and rap songs, collages, paintings, photography and self-portraits, sculptures, comics and
graphic novels, just to name a few projects. With my art education student teachers, there is a
little less leeway, as they need to learn a specific set of skills pre-practicum in order to be
successful professionals, but students still have a lot of choice in what and how they teach, as
there are many ways of being a successful teacher which grows from each person’s diverse
identity and experiences. As Paulo Freire (1968) explains, “Knowledge,” and I would argue
teaching and art, “emerges through invention and re-invention, through the restless, impatient,
continuing, hopeful inquiry human beings pursue in the world, with the world, and with each
other.” I strive to help future art teachers find and improve their individual teaching persona, as I
continually clarify and revise my own teaching persona.
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