I believe in a student-led, teacher-guided classroom that prioritizes students' voice through inquiry. Students learn best when they are curious, creative, and engaged with the world around them. I use inquiry-based learning, where students explore topics through their own questions, investigations, and research.
Experimenting
In my classroom, I have created a culture where risk-taking is rewarded and making mistakes can be a catalyst for learning. One of the ways I do this is through studio exploration days. During these routine explorations, I demonstrate to students an unusual medium, such as papermaking, cyanotypes, or spray paint. Students then engage with the medium via stations and document their studio explorations in their sketchbooks. On these days, students are not assessed on their craftsmanship, but rather on their ability to push a new art medium to its limits, practice their skills, reflect on their findings, and revise their work based on their reflections. By fostering this culture of experimentation and growth, I empower my students to embrace the unknown and grow as artists.
Researching
As an educator, I am committed to promoting cultural competence in my classroom. One way I do this is by ensuring that our curriculum includes a diverse range of perspectives from different artists. To support this, I have implemented the CEO routine, where each student takes on the role of Chief Engagement Officer and researches an artist to teach to their peers. This dynamic process not only strengthens their research and critical thinking skills but also exposes them to a diverse range of artistic voices beyond what I could provide alone. By actively engaging with a variety of perspectives, my students develop a deeper understanding and appreciation for different cultures and experiences, and our curriculum is enriched by an ever-changing array of artistic viewpoints.
Reflecting
In my classroom, I prioritize nurturing students' social-emotional learning through reflection. I implement Growth Portfolios, which are pre-formatted Google Slide presentations for students to document and reflect on their artwork daily. These portfolios enable them to track their growth from freshman year and serve as a reminder of strengths and areas for improvement. Through this reflective practice, students gain a deeper understanding of their learning process, become more self-aware, and take ownership of their academic growth. This comprehensive approach fosters a positive and proactive mindset towards education, emphasizing continuous learning and personal development.
Questioning
In my classroom, I prioritize inquiry in the artistic process to empower my students to pursue multiple pathways and solutions to solve a problem. To help my students develop their questioning skills, I encourage them to use mindmapping to visually explore different aspects of a topic. I also encourage them to ask open-ended questions that are purposeful, concise, and relevant, and to use the 5 W’s (Who, What, When, Where, Why) to explore their questions from multiple perspectives. I also create a supportive environment where students feel comfortable asking questions and expressing their thoughts.This iterative process of inquiry not only prepares them for the challenges of the AP Art and Design course and the development of a portfolio centered in sustained investigation but also cultivates the mindset necessary for 21st-century learning.
