‘Teachers of art that join Masters level courses do not want to simply update their knowledge, they want a dialogue of dissent and discovery that they can pass on to those they teach’ (Northumbria University, 2009, p.7)

 

Discovery is a very fitting word when speaking about Visual Art Education. When engaging in the process of making students are going beyond the simple acquisition of technical skills. They are discovering the world around them and in many ways how to read or communicate with it. When I began my teaching journey, it was teaching ESL internationally. Part of this experience was teaching in a Chinese kindergarten where I was given full autonomy over my lessons. Teaching 2–4-year-olds a new language requires creativity, patience, and the creation of an immersive environment in which the new language is contextualized and within reach. Art was such a wonderful way to do this. I noticed that through making, students could better discover the world around them. Young children create with passion, with imagination, and with an unabashed freedom that many lose as we get older. As an artist, I had always been quite detail focused. Watching my students create intuitively inspired me to open up my own practice and discover new, more flexible ways of working. Through this experience, I realised the power that art can have within learning.

 

My teaching philosophy is student centred. Visual Art opens up a world of opportunities for young people to look more deeply at the world around them and consider their place within it. A large part of my practice has been based around the concept of self-reflection, as I believe there is room for us all to critically examine our own thinking. As Stephen Brookfield notes (2017, p.5), when we critically reflect, we challenge our assumptions – i.e., those taken-for-granted beliefs about the world, and our place within it, that guide our actions. In my first school placement I noticed art is put on a pedestal by the students - they often struggle to see themselves as ‘real’ artists. Having designated time in their busy school day allotted to just look at and consider their own work helped them to see the possibilities within it and identify their own achievements. When both teachers and students reflect in action, the classroom becomes a more dynamic, creative place.

 

Visual Art process requires us to learn from our mistakes and see the opportunity for growth. I seek to provide an environment where students can think critically, experiment, and fail. The art room should be a safe space, and the teacher the facilitator and guide for learning. Inclusivity is essential, and the nature of visual art makes it accessible to all if thought and care are put into the differentiation and scaffolding processes. Art has not typically been presented as something that is for everyone, but as artist-teachers we should strive to change that. Our autonomy with the curriculum affords us the opportunity to do so, and we should take advantage of the possibilities the open nature of the subject brings. This includes working together with the students to give them a say in the direction of their work – planning micro-curricula that scaffold and facilitate, but that also encourage independence and freedom for the student.