I believe that all students have a right to learn art throughout their academic career. Art education should introduce students to a variety of media and techniques, expose them to a range of local and global artists beyond the mainstream narrative, develop awareness and appreciation of diverse cultures and artworks, enhance social exposure and communication, and refine artistic and aesthetic sensibility. Students in my classroom will become more self-aware individuals  because of the art education they receive and will develop critical-thinking and problem-solving skills that will aid them throughout life in a number of realms.

I believe that students learn best in a student-centered environment. Students need to be active participants in learning. More than they need to be fed information, they need tools and resources to continue their own student-centered learning. I also believe that students get the most out of a curriculum that is culturally relevant. Art is less intimidating and more real when students recognize themselves within its narratives. A culturally relevant and integrated arts curriculum based on postmodern principles will contribute to the social, emotional, and intellectual development of my students. I believe that students learn from each other a great deal and need to have chances to collaborate with their peers. I also believe that a good learning environment is one which is welcoming and respectful, safe and supportive, flexible and open, with access to materials and additional resources.

There is a misconception that ability in the arts is something you either have or you don’t- but the truth is that anyone can learn. I want to share my experiences and education with people to provide them with more tools to express themselves. Before moving to Los Angeles, I was working as a play therapist for two autistic children in my hometown. Working with them, I realized how frustrating life can be for individuals with atypical communication skills, and how incredibly fortunate I am to be able to use language as well as art to express myself. The experience made me want to pursue education with art and help people access those tools as well, regardless of their language, cultural background, or thought and behavior patterns. The more people that understand how art can foster self-esteem and self-awareness, the more inclusive it becomes. Art education gives students a constructive and rewarding way to express themselves and it promotes originality and creative problem solving. 

I believe that all students need to learn about art, experience art, and know they cannot fail at creating art. In order to further the growth and learning of my students, I develop meaningful and relevant curriculum, use culturally responsive pedagogy, and encourage students experimentation and risk-taking. The core purposes of art education are to inspire confidence, creativity, collaboration and to facilitate equitable modes of expression for all students. My role as an art educator is to facilitate student exploration of different means of communication through art and to expose students to a wide array of diverse artists. 

I will teach the diverse students in my classroom through culturally relevant curriculum and appropriate scaffolding. These are both key to promoting connection-making and deeper learning. Successful art teaching balances the needs of individual learners with the needs of the classroom as a whole. Scaffolding based on student’s strengths and needs and a diverse curriculum that accommodates multiple learning styles will allow art teachers to meet the needs of the unique students within their classrooms.

I will bring global awareness to my classroom by utilizing critical multiculturalism. Dipti Desai is an art educator and scholarly hero who argues that multiculturalism needs to “…provide accurate and authentic representations of the art of racially and ethnically marginalized groups in the United States, and of subordinate cultures around the world.” Students need to see their cultural backgrounds represented and they need exposure to all world cultures and customs. Contextual information is crucial to meaning making. Students need access to more truthful and comprehensive narratives than those provided in most art history textbooks.

I believe that art teachers should be passionate about art and the success of their students. They should fight for social justice inside and outside the classroom and stay vigilant in advocating for their programs and remaining critical of their practices. Leader in the field, Dipti Desai asks, “What kind of art education do we want at the moment, given the realities in our society, in our communities, our nation, and our world?” Much of her published work addresses the intersections between visual art, activism, and critical pedagogy. I feel this type of thinking is the foundation of academia, what propels it forward. 

 I make art because it fulfills my life and I enjoy it, but its potential surpasses enjoyment. I sometimes find it difficult to express myself fully using language, and art allows me access to a whole different world of communication.  My goals for students revolve around them figuring out their interests and passions and determining how they most effectively learn and communicate. This is ideally marked by a successful transition into happy and productive adults.