Teaching Philosophy Brian T. Hutchinson The Art Educator as a model of success Students learn from role models in many ways throughout their lives. The art educator should possess and model character qualities, technical skill attributes, and the motivational curiosity necessary for students to find it worthwhile to invest in artistic academia. In order for me to be an effective teacher, I seek student buy-in from the first moment a student enters my classroom. I model success as an artist by continuing my art career as an intertwined aspect of my teaching. I include my students in my art career. I show them my successes, failures, and how I have grown from striving for success as an artist. I show them that I have a rich life that continues to inspire me to work as an artist and teach others to carry on this way of life. The old adage proclaiming that: “Those that can’t do teach.” is not only damaging to the characterization of effective educators, but also destroys the concept that a teacher is a trusted authority that students can invest in. I am a good art teacher because I am a successful artist first, and my students trust that I can guide them to be successful as well.
Teaching style and delivery In my teaching, I strive to deliver information and procedures in a way that caters to multiple intelligences. I subscribe to the ideas of Howard Gardner and his classifications of different learning styles and how best to accommodate those differences in instruction. Understanding the learning styles of students is a perceptive task that allows me to reach them most efficiently and effectively. As most artists learn through visual and tactile experiences, much of my lecturing, demonstration, and presentation style accesses those sensibilities. I encourage my students to learn actively and to discover how they learn best so they can harvest information in the most efficient manner they can from me. I attempt to make relevant and useful connections with prior knowledge for greater understanding and in the employment of linear concepts that build from simple to higher order. I strive for students to perform at the top end of Bloom’s Taxonomy. I continually assess student proficiency levels and challenge them with higher goals. I believe strongly in collaboration in my classroom. Students that prove adept, and perform application skills well, are encouraged to assist less adept students. The greatest internalization occurs when a student can teach a skill or concept to others.
My Art Education Curriculum I am an adherent to Discipline Based Art Education. The four tenets; Art Production, Art History, Art Criticism, and Aesthetics, are together a comprehensive curriculum module designed to offer an arena for improvement of skill, deeper understanding of formal and theoretical concepts, and sociocultural context. Students are required to spend more time in the studio or with independent practice than is allotted for class. Students are required to spend extra time each week on sketchbook assignments in order to continually improve drawing skills. Lessons involving specific media and conceptual concerns will also include appropriate art historical references. Students are expected to participate in intelligent critical analysis of peer work, and to represent and defend their own aesthetic choices. Critique is guided with regard to the formal aspects concerning the elements and principles of design as well as conceptual concerns such as semiotics, qualitative authorship, and expressive clarity of idea. Students are also required to engage in significant research relevant to the expression of their ideas. A complete learning experience in the contemporary learning climate also includes the instruction and employment of 21st century skills. The skills outlined as necessary to prepare students for continuing education, career readiness, and a fulfilling academic life are listed below:
Critical Thinking and Problem Solving Communication Collaboration Creativity Innovation Information Literacy Media Literacy Technology Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility
The art curriculum when taught by the DBAE model already addresses many of these contemporary skills. I am mindful to target outlying skills and integrate them with assignment objectives or project procedures to instill these qualities in my students.
Classroom Management I employ management methods taught by Harry Wong and Fred Jones. I believe firmly in creating an environment where procedures manage the activities of students and rules are simple, minimal, and support the learning process. When students understand that expectations are in place to help them learn, I find that they are willing to not only invest in them, but contribute to the management of them as well.