The visual arts are an integral part of every child’s education. In addition to engaging students in hands-on activities and promoting their creativity, participating in art also builds self-esteem and encourages interaction among peers. I believe that when leading an art class, the teacher should present himself/herself as both teacher and fellow artist, allowing students to comfortably discuss new ideas and exchange constructive criticism.

I understand that not every student will be an artist or will have an interest in art. However, as an art educator, my goal is to reach every student, regardless of their artistic ability or interest. By planning lessons that are engaging and that involve creative problem-solving, students from all spectrums will have the opportunity to create art work that reflects themselves and that they can be proud of.

I believe that lessons should be introduced in a structured manner in order to keep students focused and on task, but should then evolve into a more student driven work, allowing each individual to interpret and adapt the assignment in their own way. Assignments should allow students to use their imaginations while simultaneously strengthening their technical skills, teaching them about art history, and helping them become more aesthetically aware.

While the artwork itself is important, self-evaluation is also an essential component of a strong art program. While younger grades may benefit from verbal discussions, it is important for the older grades to complete written critiques or evaluations of their work, reflecting on not only the final outcome, but also the process and how they may use the skills they learned in the future.

As an art educator, my goal is to not only teach students about art history as well as technical skills, but also how to overcome obstacles and the understanding that there is no exact way to create art. I hope that through art, students will find a creative outlet, and also learn useful skills that will assist them in other endeavors.