Teaching Philosophy

   

     As an art educator, I strive to cultivate a learning environment where students are empowered to embrace their individuality, confront the challenges of self-expression, and engage with their creative process as a personal journey. My teaching philosophy is rooted in Existentialism, a framework that emphasizes freedom, responsibility, and the search for meaning. Through this lens, I aim to teach not just techniques or methods but allow for exploration of what it means to create authentically. 

 

     Existentialist teaching values the individual’s lived experience, and in my art classroom, each student’s perspective is vital to the collective. I encourage students to draw from their personal histories, emotions, and aspirations, urging them to ask not only “What am I creating?” but also “Why does this matter to me?” This approach fosters a sense of ownership and intrinsic motivation, allowing students to navigate their creative identities in a way that feels both meaningful and liberating. For example, I prompt students to explore themes that resonate with them whether that’s grappling with societal injustices, processing personal struggles, or celebrating moments of joy and celebration. 

     

      In addition to this, I also emphasize the importance of choice and responsibility. While I introduce foundational techniques and materials at the beginning of projects, I try to avoid repetitive cookie cutter outcomes. Instead, I present options and guide students in evaluating their choices. I show them how to weigh their decisions and show that their actions during the creative process result in a unique final product. This practice mirrors life itself. Students learn that mistakes are not failures but opportunities to adapt, rethink, and grow.  

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      At its heart, teaching through an existentialist lens is about helping students recognize their own power to make choices while understanding how their lives and experiences are connected to those around them. In my classroom, critique sessions aren’t just about pointing out what works and what doesn’t work. They’re opportunities for passion, narrative, and change. Students get to explain their intentions, listen to others’ perspectives, and reflect on the deeper meaning behind their work. These conversations sharpen their ability to think critically and help them see that, while their artistic journey is deeply personal, it’s also shaped by the larger social and cultural world they’re part of. 

 

      Ultimately, my goal as an art educator is to nurture students who are not only skilled in their craft but also deeply attuned to their own voices and values. By embracing existentialist principles, I aim to inspire them to approach art and life with curiosity, courage, and a commitment to being their most true authentic self. In doing so, I hope to equip them with the tools to navigate their creative paths with purpose and conviction, whatever those paths may entail.