A few years ago, my National Art Honor Society students created a sticker design project. The stickers contained illustrations of high school faculty members and a quote that defined them. While other teachers’ stickers said things like “Have you seen my coffee cup?” My sticker simply said the words, “What if?” Unbeknownst to me, my students had picked up on the two words that are at the core of my personal beliefs. The words "What if?" allows us to imagine better things for our world and for ourselves.

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What if art education moved beyond a one-size-fits-all model of education in favor of personalized learning goals?
I believe in partnering with students to design their own educational roadmap through the process of exploratory learning. This approach to teaching allows students to not only learn through a process of independent research and trial and error, but empowers them to take control of their own learning through projects that meet their individualized needs and interests. Differentiation is at the core of my educational philosophy as it allows me to meet students where they are at with their individual skills, knowledge and goals. It is important for students to be able to address teacher designed learning outcomes and standards, but it is equally important to partner with students in developing personalized rubrics that address their specific learning needs.

 

What if art was not taught in isolation, but alongside other subjects so that students can make sense of our interconnected world?

Our world isn’t broken down into subject specific silos, why should education be? I strongly believe in a collaborative and interdisciplinary teaching model where students synthesize and combine different understandings of their coursework to construct knowledge. By partnering with teachers of other academic disciplines in developing interdisciplinary learning opportunities, students gain a richer and more complex understanding of content, skills and ultimately the world. The world faces complex issues which can only be solved by people who have the ability to see

connections and synthesize ideas. I believe that an interdisciplinary curriculum prepares students for challenges that await them beyond the classroom.

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What if art students experienced authentic learning opportunities?

Nothing falls flatter with students than inauthentic learning experiences. Students need to be actively engaged with real world challenges that speak to their personal interests or pique their curiosity. As such, I believe in implementing a project based learning model of education within the classroom. By wrestling with complex and authentic driving questions, this student-centered pedagogy helps students develop 21st century skills such as collaboration, critical thinking, creativity, communication and cultural competencies as a citizen of the word.

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A Design Thinking Framework is the perfect framework to support a well structured PBL curriculum. This approach not only models the process that working artists go through, but is also used by major companies across multiple job sectors. Knowing that not every student entering an art classroom will decide to pursue art as their future career, both PBL and Design Thinking provides students with the necessary skills needed to tackle today’s toughest global challenges.

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What if the artists that students were exposed to looked more like them?

Throughout my entire K-12 education, I was solely exposed to the Western canon of artists. While there is much to be learned from these great masters, their work only represents a small portion of those creating important works of art. The inclusion of a diverse range of artists with a wide range of styles and media, not only exposes students to new and surprising approaches to art, it reinforces the values and sense of belonging that is offered to everyone in a pluralistic society.

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Exposure to contemporary artists should not only occur when viewing art on a screen. It should happen by bringing working artists into the classroom, as well as getting students out and into the art community. Through presentations, partnerships and mentorship opportunities, students can see themselves in artists that they interact with and that they too, have the right, the ability and the power to create in order to have their voices heard.

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What if the art classroom was truly a safe and supportive space for all students?

Art has power; often more power than words. I teach my students, no matter their age, ethnicity or background, that they have the ability and right to make their voices heard. I believe in creating an environment in which diversity is to be celebrated. Diversity is the foundation for teaching students that their perspectives are valued and have the ability to positively impact the world. Art can be used to both express oneself, as well as advocate for those who do not have the power to advocate for themselves.