ABOUT ME

          Often in k-12 schools, student learning can easily be seen and treated as a linear process. Especially within the arts, it is not uncommon for educators to teach and test their students solely on art history, criticism, techniques, and aesthetics. Though I believe that instruction on these topics is crucial for building a foundational knowledge of the field, I also believe that art has unique characteristics that set it apart from other academic fields and are equally as essential. Rather than teaching art as one inherently expects, I want to apply a more inquiry-based approach paired with visual culture to motivate students by relating to their interests and lived experiences.

          From my perspective, the potential that an art class has as a subject is robbed if it is treated parallel to other school subjects. Students can learn more than just drawing perspective, color wheel vocabulary, and researching unrelatable, long-deceased artists. During both my studies in art education at Florida State University and my experience in the field as a student teacher, I found that it is fulfilling for students to learn about purposeful artmaking and to see the possibilities of artistic practice to express their ideas. This vision of art education is fulfilled through an inquiry-based approach, meaning my class structure would focus on engaging students in the learning process by allowing them to pose questions and explore the subject.

          Moving beyond simply teaching students basic art elements, techniques, and skills that define the discipline, this inquiry-based approach enables for an active, student-centered learning environment that develops important life skills such as problem-solving and critically thinking. This is not to say that the foundational components of the art field are not relevant and should not be tested on for comprehension, but I believe art educators must also ask themselves how this information can benefit students’ lives outside of school. As an art teacher, it is my goal to motivate and engage students in class by permitting them to be creative in their own, unique ways to generate new ideas. What the current curriculum lacks is both the ability to relate to individual students and help them critically think about art’s role in society.

          From becoming active participators in their own education, students are also encouraged to investigate, explore, and reflect on contemporary issues in my art room. Under my visual culture vision, students learn the power of images in society and how art functions to articulate meaning. In contrast with understanding art through aesthetics and performance, visual culture conveys intention through values and ideas. Permitting my students to ask questions on specific uses of cultural imagery is when they realize the real-world applications of art education. Instead of being seen as an insignificant subject that teaches students how to draw pretty pictures, art can empower them and help them feel a part of their communities.

          Ultimately, I believe that all children possess rich experiences, backgrounds, and perspectives that help shape who they are. Therefore, students should be encouraged to find meaning through creative artmaking, engaging with real-life problems, and becoming motivated to communicate their interests. What I want for my students when they walk into my classroom is to be motivated to make art by feeling like it is a safe space to express themselves. As an art instructor, I want my curriculum to reflect students’ interests and experiences to engage them in the discipline and the real world. Assessments including portfolios, discussions, research projects, artmaking projects, and self-reflection journals will be vital to facilitate information as opposed to testing for memorization. With these methods in mind, I intend to cultivate an environment that supports students in asking questions, critically thinking about issues, and becoming active members of their communities.

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Micayla LaVaglio