About Me

My personal philosophy regarding teaching has developed significantly over the thirty years I have spent working in a variety of educational settings, primarily with learners aged 3-10. In teaching art, I feel my role as facilitator is complex and shifts in response to student’s needs. In general, the methods I choose are guided by pedagogy grounded in the theories of Jean Piaget, Lev Vygotsky, John Dewey, Nicolas Bourriaud, and Nel Noddings. My thinking is a mix of choice-based, ontological constructivism supported by relational aesthetics and meaning-based drawing, all within an SEL, care-oriented framework. 

Choice-based education (Teaching for Artistic Behaviors), within an ontological constructivist viewpoint, follows the models of Jean Piaget, Lev Vygotsky and John Dewey in promoting student agency, allowing learners to independently develop and implement their own creative ideas within the framework of social and cultural interactions. Within implementation of this model, I witness student growth, not only in technical skills but also in their ability to plan, solve problems, think critically about their work and be a responsible and collaborative member of the art studio community. 

To support comprehensive learning in my classroom, I also incorporate relational aesthetics and meaning-based drawing experiences whenever possible. Relational aesthetics, a theory developed by Nicolas Bourriaud, allows my students to not only physically view artwork but also interact with it on a social and emotional level to provide both a collaborative and community-building experience. Meaning-based drawing experiences, which connect to the work of Lev Vygotsky in their social orientation, also create opportunities for growth, supporting my learners in building their own personal meaning and sense of identity. 

Underlying these structures and expectations, my classroom aligns with SEL practices and feminist curricular theorist Nel Noddings’ themes of care. This pedagogy builds a primary foundation of emotional safety and support in the classroom to address the need for self-regulation, care of self and others, responsible decision making and interpersonal abilities. My students need this groundwork to be able to learn and thrive in the art studio and beyond. 

Overall, these methods, when combined, reflect my overall teaching philosophy which is to provide a safe and supportive space where children can explore their individual creativity and grow in their social and critical thinking skills in a way that is meaningful to them. This approach leads to growing learners who are capable, independent thinkers who can make a positive and caring difference in their world.