My student-centered classroom promotes each student to develop a personal voice through art and become their own decision-maker and problem-solver.  My classroom is a sacred place where people can find another aspect of themselves.  I believe the art classroom has the potential to shift how someone sees the world and be able to access more understanding of themselves.  Each student has their own journey to find how their lens works.  I have structured a pathway for students to navigate that course. 

The way to get a student to engage with the material is to structure quick progressive successes.  Ease them into each aspect of the course.  I start with simple building techniques with simple problems to solve.  This opens a dialog with the student and the material.  Then, I introduce them to collecting different interests of theirs that will open a dialog with themselves.  I want them to keep having deeper dialogs with the material and themselves, so they will be able to express both in one expression.  These natural project ideas are the fruits of this class.  This process is not an easy one.  There are multiple teaching methods I build them up a student to understand how to produce their own fruits.

The first is to develop their skills and knowledge of the process.  This gets them access to a wider setup of expression.  I walk them through each process through demos then easy exercises.  These small projects will push them to problem solve different aspects of the process to be able to stand on their own.  I will reinforce these demos throughout to refresh their recall.  They should understand the landscape of this process to be able to pair an idea with it for a more expansive attempt.  My first goal is for them to understand how to make. 

The next thing is to explore aspects of their interests.  I will ask a myriad of questions for them to ponder in the pursuit of finding ideas to explore.  This will build up their content.  Then you stretch the content out. Each student will pick from their own list of explorations to expand upon.  This will open so many doors for them to pull ideas from.  They will be choosing their own direction.  The ownership of this process is where many students find the passion to want to see these ideas become a reality.  This is where they will find out what to make.

The class will have a research aspect.  Each student will look at how their own exploration compares to what has already been done.  This will ground much of their thought process.  They will present their own explorations and their thoughts on the field through quick check-ins and formal PowerPoints.  This is what I consider as ‘The Collective Knowledge’ of the class.  It is an opportunity to contribute to each other’s education.  This sharing of information will inform the class of each other’s thought process and will carry into critiques. This open forum helps foster a community in the class.  This is where the student will explain why they are making.

With all these moving processes, it is my job to make sure each one is used to its greatest potential.  It is my joy to share knowledge and enthusiasm about making art to bring out the best in people. I love working with people.  My art practice is centered around it.  I have a natural ability to connect with my students.  My receptiveness has always helped me to capture those important teaching moments.  Each moment could be the one that gets a student to find themselves in the class.  For all the different art or teaching jobs I’ve worked or maybe it’s the countless hours of me daydreaming about teaching, I believe I have invested in myself to become a really good teacher.  I would like to be able to speak further about how my love for teaching will translate to one of the best investments your students can get.