The first responsibility of an art teacher is to create an environment where students know that their creativity is good no matter what the outcome. The further responsibility of the Christian art teacher is to create an environment where students see the good creative nature of God and the goodness in all God has created and is creating. The students can see themselves and what they bring into existence as a good creation. Once these goals are ingrained in a classroom, the teacher can then begin to teach.
“To encourage literature and the arts is a duty which every good citizen owes to his country.” ― George Washington
I am looking towards the future anticipating my formal title shift from Student to Teacher. I know that I will be forever learning and hopefully I will succeed in integrating that in my classrooms and journeying in learning with my students. My current class teaching me about language and literacy is nearing its close and has left me with a deeper understanding of my role as a teacher and a responsibility to challenge my students and lead them towards a life of literacy – and hopefully a freedom from some of the oppressive cycles of poverty and class.
Literacy in my content area takes two main forms. At least how I see it, there is formal literacy, understanding the language, and there is a literacy of understanding material. To have success in making art, literacy of the material is primary. Once a person has grown familiar with the material, through physical exploration, they can begin to create art. No language is necessary to make, create or explore art. I see this in ancient cave paintings telling stories and ornamental tribal costumes and decorative pottery. Art is so beautifully abstract with no right or wrong answer. There is paint, it is applied onto a surface, it is placed somewhere to be viewed, and then people look at it. No language is needed to participate in art. But like anything that draws people together, language is placed onto the subject of attention and people begin to talk about it and write about it and engage on a more formal, deeper, and conceptual level. Thus begins art education; someone knowledgeable in the material sets out to share the physical literacy and space begins to open up to teach the language that the culture demands in order to participate with others in it. In academia, language has been created to identify the formal properties of art, aesthetics, the movement of art through history, and the features that create the careers and economics of art. I am setting out as a teacher of art to help students acquire the literacy of material and the fluency to communicate about the art they have created and the art they interact with.
What is beautiful about art education is that the students can never be wrong. The fear of failure kills creativity.
Reading, writing, speaking, listening, and interacting with others;
Art is a place of independent work that comes alive with the participation of others. These five elements of literacy show themselves in many ways in an art classroom. I now know that as I teach material literacy I also have a responsibility to teach literacy and allow my students to practice and grow their abilities to read, write, speak and listen. The first example that comes to mind is critiques. Critiques are a formal gathering of students where each piece of artwork is displayed and the group talks about the art. In my future classroom, I hope this can look like peers sharing what they like about another’s work as well as recommendations, offering “glows and grows”. This helps students learn how to talk about art, use our critical vocabulary, be respectful, and how to give and receive constructive criticism. This requires speaking about their own and others work in front of their peers, listening to the critique of their own and other’s work, and interacting with others in a respectful way.
Opportunities for students to read can occur in a few different ways. The more unconventional would be the reading of a piece of artwork. Everyone reads a piece of artwork, their eyes travel the piece in a particular way and their mood shifts depending on the subject matter. As language is attributed to the elements and principles that make up aesthetics, students are able to read a piece of artwork with more context and a broader vocabulary for understanding the nuances of art. Beyond reading what they see in a piece of art, there is material to read that inform us about art. These can look like art commentary or criticism, art history texts, and artist statements. It will be important for me to ask my students to read, to help them practice tools to be successful readers and to give them a reason to read. I need to find their interests and teach them why reading is important and how it can help us to be better stewards of the world God has created and has let us be a part of. Writing occurs in more formal ways. Art reviews can be written when attending art shows and galleries and artist statements always accompany art work when it is going to an art show or gallery. I plan to have students practice both of these. It will be important for them to be able to explain what they see and support what they have created with the formal art language that we will use in class. Hopefully, they will learn, through writing about their work and others work, how to come to personal conclusions about final pieces of art and describe processes and intentions.
4 strategies I plan try out in my future classroom;
Word Walls | The classroom is the perfect place to put language. I plan to label every object and place every critical vocabulary word around the room. I want to encourage literacy by reinforcing the written language next to the physical object it represents. I hope that through labeling materials, having an array of reference images, and laying out historical timelines through the pairing of language and visuals that I can support my students in their journeys towards literacy.
Inner Art Critic | I plan to work into my class structure a time of informal journalling. This journal will be for their “Inner Art Critic”. I will put up an image, or have an individual image for them to put in their journal, and they will be asked to be a critic. Do they like this artwork and why? Hopefully it will encourage a casual entry into using critical art language and give them some interest into what is happening in the art world.
Learn By Doing; John Dewey | I hope that I can encourage curiosity and creativity by allowing students to experiment with new materials without complete set guidelines. I think that this method of allowing student choice, collaboration and creativity to roam freely (within some boundaries) will foster students in feeling the freedom that is “art”.
Collaborative Learning | While art can be a very independent practice, I believe that learning and growth is almost always collaborative. I will build collaboration into lessons, peer critique into stages of personal projects, and group brainstorming into project creation. This can look differently based on the students I have in class, but I want to teach students how to talk and interact with one another. I think as a teacher it is important for me to challenge my students to work together, group problem solve, and be open to different aesthetics and cultures and create a more compassionate learning environment.




















