What made you want to become an Art Teacher, and what motivates you?
I am continually motivated to teach by the complexity of the teaching profession, the creative challenges it brings, the fresh perspective that young people bring to every topic of discussion, and the many opportunities I am afforded to learn more about art. In addition, the change I see already taking place towards greater and more diverse appreciation for the arts among younger generations, improvements in art education through increasing accountability to standards, and the integral role of design in recent technology such as iPads, smartphones, and digital TVs – motivates me and encourages me to think that as a culture we are becoming more artistic and appreciative of art.
So, what does an Art Teacher do exactly?
I teach students the history of art, important figures in art, vocabulary and technical terms used in describing works of art and critiquing them, styles in art, theories about what art is and its significance, art’s role and influence in society, specific techniques in art, and a variety of media and tools used to create art.
I incorporate research based teaching methodologies in my lesson plans such as best practices, differentiating education, and student-centered education to reach all students and help students reach their potential. In the classroom I encourage innovation, experimentation, self-expression, and the appreciation of beauty and aesthetics.
What about classroom management?
I believe the best way to influence student behavior in the classroom is through consequences which are clearly understood and administered dispassionately. In this way, students are made aware of the expectations, and may anticipate consequences as an objective cause and effect based on their behavior. Consistency and prompt enforcement here are of key importance to prevent discipline measures from being misconstrued or manipulated to seem biased or unfair.
Every effort should be made, on the teacher’s part, in the continual effort to help students understand the consequences of their actions and to redirect inappropriate behavior. In my experience, consequences work for all students, but understanding not all students are alike, for some redirecting their behavior to a positive outlet will be essential to their success in the classroom.
Even when the most undesirable scenario is taking place in a classroom, it is important to inject a positive note in the proceedings. For art, it works especially well to bargain with students for the privilege to work on the projects they signed up to take the class for. In this way the emphasis is put on discipline as a facilitator for the higher goal of education.
Who else is involved?
By communicating with each other, teachers and administrators benefit from each other’s unique talents and insights into individual student’s needs. Parent involvement is essential to student learning. Students benefit when teachers come together to solve problems on their behalf and forge partnerships with other professionals, administrators, parents, and the community. Teachers make connections for students to resources outside of the classroom.
