My educational philosophy largely comes from being from a middle income, immigrant family, and a mother of 3 children, one of which survived childhood cancer. I also had the privilege of attending college for art and architecture both in the US and Europe, that my parents did not. This has given me a broader and deeper understanding and appreciation of the world within which I am not the center of. It makes more personal and urgent the necessity for diversity, equity and inclusion in our relationships with others and in education. It has made me unafraid to work hard and advocate for myself, my children and my students with our complex identities and needs. Whether that is to recognize and honor our cultures, to see and name our multiple races, genders or sexual fluidities and/or to support our individual dis/abilities.
As a teacher I value knowing my students individually and collectively as a class, and having them trust me with their true selves. I believe that this cultivates mutual trust, respect and growth. My goal is to truly know my students and my classes, in order to help them better know their own capacities and potential. Colorado Waldorf teacher, Terra Malstrom once said, “Sorry to break it to you guys, it’s not about the art (your teaching). It’s about what’s beneath it.” Art is one of our shared languages, and the objects/environments we make are the material manifestations of those expressions. We’re connecting with fellow humans through art, not just teaching how to make it. I teach by being appropriately authentic and personal. I allow my students to know me as well. I’m more fully able to sense what they need through this connection. It allows me to respond more immediately to differing needs among the 300 students I teach annually. I’m able to remember their names, projects, progress and even siblings, because of this intimate teacher/student relationship. This requires active listening and quiet observation, as well as direct, delicate and unwavering guidance. I regularly attend events outside of my own classroom to see my students in their other capacities, sometimes seemingly “lacking” in mine. My classroom is focused on myself as the facilitator and my students as the creators. I try to do as little as possible for them, yet I do demonstrate and articulate multiple ways of doing the same thing. I also encourage my students to teach me and each other what they know, and rediscover what we know collectively as a class. I’m open and dynamic with the curriculum, while holding a clear vision of our school community, its values and mission, holistic child development and humanity. My social goals in the classroom are for us to listen, observe and teach each other as needed, but also honor those who prefer to work alone most of the time. I’m opportunistic in showcasing as many student’s strengths in differing stages of the process of making, being especially sensitive to students who seem less confident in my class. I find a way to have them contribute, show competence and build confidence by sharing what they do know, however simple or small. I also make known our differences to foster compassion, understanding, appreciation and support. I continue to grow as a teacher through practice, self-care, tending to professional relationships, my own parenting, continued education at home and abroad, reading, listening, watching and making my own art. I truly enjoy attending art shows at galleries and museums at home and while traveling, watching art films, listening to podcasts, TedTalks and music, reading books and taking workshops. I enthusiastically attend professional conferences annually, participate in on-going art teacher training during holidays, participate in whole and subject specific faculty meetings weekly. Currently our faculty is in an on-going anti-racism professional development training. I attend monthly Diversity, Equity and Inclusion Committee meetings. This work deepens my teaching practice, as well as gives me a fuller understanding of my role and purpose as a person. More recently I’ve found further growth in service, by using art as activism or Craftivism. Current examples of this are Covid mask making for front line workers, Women’s rights hats, cancer patients hats, BLM flags, LGBTQ+ flags and temporary shelters for the homeless. In the past my students have knitted hats, sewn masks and painted silk prayer flags. We are currently knitting “cat hats” aka. Pussy hats for Women’s Rights, eco-printing bandanas to wear as face masks using fallen leaves and flowers and sewing heart quilt blocks to build two teachers' gifts. I once heard and loved the saying that if we can make one, then we can give one. That humane and interconnected spirit is becoming integral to my professional and personal practice. |