Art is a subject that can be interpreted and taught in many ways, as a teacher I want to begin by showing my students the fundamental skills needed to fully develop their work. The basic skills will be taught through a combination of demonstrations led by me and followed by the students attempting the demo while I work individually with each student to target the struggles they encounter. As some students will grasp the lesson faster than others, they will be encouraged to help their peers and thus establish a sense of support among their classmates.
From this point on, I will begin to step back a bit and leave the students with more open- ended projects that will encourage their creativity to solve the presented issues. My students will be encouraged to seek help from each other first and create a sense of independence, I will be available with a variety of solutions if the students need assistance outside of their own. To encourage individual growth without the stress of a rubric, I want grades to be determined based on teacher and student led critiques at the end of each project. I want my students to be presented with the opportunity to defend their projects. This will give my students a sense of the college experience.
Self-guidance and experience is a fundamental part of my teaching, my teaching style can be described as progressivism and I first experienced this type of teaching when I was in the AVID program and again when I became a chemistry tutor for the program. I noticed that when I would guide the lessons and simply show the students how to solve the problem, my students would say that they understood but they could not solve the same problem the next day. When I began stepping back from the group and allowed them to struggle on their own until the solution was found, that is when they retained the largest portion of the lesson. The struggle to achieve the solution and the confidence gained powered their ability to solve more complicated problems, it also showed them how to utilize the resources they have. I hope to be able to provide the resources for my classroom, such as paint, paper, reference material such as art historical books so that my students will draw from the figures of art history that best reflect them as young artist.
I believe the issue found in today's students is not an inability or a lack of interest in learning, it is a lack of confidence in themselves to begin believing that they can learn and excel once the barrier has been broken. Once we rid them of the idea that there are students who are born to learn and others who simply can’t, the student shifts their view and believes they are part of the group who can excel. My classroom will be the place where they learn this lesson. I will structure my lesson plans to access the student’s skill level and then once the struggles of the individual students emerge, I will tailor the lesson to their needs and give them the skill set so they have the courage to explore the issues presented to them in the projects and find their individual solutions without the fear that their view will be unfairly criticized.
From this point on, I will begin to step back a bit and leave the students with more open- ended projects that will encourage their creativity to solve the presented issues. My students will be encouraged to seek help from each other first and create a sense of independence, I will be available with a variety of solutions if the students need assistance outside of their own. To encourage individual growth without the stress of a rubric, I want grades to be determined based on teacher and student led critiques at the end of each project. I want my students to be presented with the opportunity to defend their projects. This will give my students a sense of the college experience.
Self-guidance and experience is a fundamental part of my teaching, my teaching style can be described as progressivism and I first experienced this type of teaching when I was in the AVID program and again when I became a chemistry tutor for the program. I noticed that when I would guide the lessons and simply show the students how to solve the problem, my students would say that they understood but they could not solve the same problem the next day. When I began stepping back from the group and allowed them to struggle on their own until the solution was found, that is when they retained the largest portion of the lesson. The struggle to achieve the solution and the confidence gained powered their ability to solve more complicated problems, it also showed them how to utilize the resources they have. I hope to be able to provide the resources for my classroom, such as paint, paper, reference material such as art historical books so that my students will draw from the figures of art history that best reflect them as young artist.
I believe the issue found in today's students is not an inability or a lack of interest in learning, it is a lack of confidence in themselves to begin believing that they can learn and excel once the barrier has been broken. Once we rid them of the idea that there are students who are born to learn and others who simply can’t, the student shifts their view and believes they are part of the group who can excel. My classroom will be the place where they learn this lesson. I will structure my lesson plans to access the student’s skill level and then once the struggles of the individual students emerge, I will tailor the lesson to their needs and give them the skill set so they have the courage to explore the issues presented to them in the projects and find their individual solutions without the fear that their view will be unfairly criticized.