The art classroom provides vital opportunities for students to grow emotionally, intellectually, and socially. As an educator, I focus on two main pillars: encouraging students to learn from one another, and providing diverse materials and resources that engage students at all levels. 

Art often invites the viewer to learn more about the artist. I like to begin each new lesson with a different artist example, and discuss what we can take away from it. I view the art classroom as a guided studio where I can introduce tools for students to use and encourage them to follow their thinking wherever it leads them. A student’s sense of self expression is a valuable resource in building self confidence, and in the same way students learn from famous artists, they also learn from each other. I provide collaborative learning opportunities as often as possible, in turn-and-talks during initial sketches, group learning activities, class debriefs after using a new material, and formal and informal critique. On the elementary level, students are learning to relate to others by exchanging ideas, and on the secondary level, working together is a vital component of critical thinking. I believe art naturally lends itself to collaboration because it is based in human connection, and I work to take full advantage of it. 

Human connection also means allocating resources and materials so that all students can meaningfully engage. This starts with showcasing artist examples that come from a variety of backgrounds, especially ones that are relevant to students. Connecticut is a state full of artists, and it is important to me that students learn about the wide range of professionals who live and work here. Connection is also the diversity of materials and methods in the classroom. I have had students who struggled to engage with drawing, but excelled at sculpting. A student who is learning to draw steady lines can demonstrate that concept with three lines or with twenty. It is important to me that students are given the full capability to show their learning, not only because it allows them to communicate, but also because it builds a connection to art. Whether a student finds meaning through the life of an example artist, creating a realistic still life, or assembling a bizarre creature out of clay, my role is to find that connection and foster it. For every success, I make sure to praise the work and then ask the student what is next, guiding them to take their ideas further and begin thinking as artists. It is a wonderful feeling to see a student self-reflect and improve their work without prompting, working through the creative process independently. 

In my class, I hope to train students to think like artists, whether they continue making art or not. Visual thinking is crucial as we exist in an increasingly visual world. Creating a genuine, collaborative connection with art will foster skills in students that allow them to be more empathetic, more communicative, and more creative.