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Philosophy of Art Education 2013
Philosophy of Art Education 2013
Bubolz 2 about art to talk about it, but by just asking questions like Why do you think the artist chose those colors? or What story do you think might go with this art work? is a great way to start students thinking and engaging them with their parents and art. Parents can also find more hands-on ways to engage with the art classroom through visits, chaperoning, supporting arts events, and being an overall advocate for art education in their district. Lastly, as a learner myself I find that technology is a wonderful resource for exploring images, techniques, and information in regards to the arts. It also provides a means to create art, and a means to generate brainstorms, idea-mapping, and idea sharing. In my experience teaching I have used digital cameras to create and manipulate photos, Smart Boards to show and discuss artists work, iPads to demonstrate techniques and processes, video to show artist interviews, and computers for general research and image resourcing. As classroom technology continues to develop, I hope to continue to explore its relevance in art education. Conclusively, exposing students to art introduces them to new ways of thinking and perceiving the world around them, thus giving them an edge in problem solving. They build up confidence in themselves and each other by rising to challenges and working together in positive environments that are facilitated by an instructor. The overall classroom, or art studio, is a place of encouragement: encouragement to explore, experiment, make mistakes, and to be the best you can be. This is supported by parental communication and engagement. Lastly, to solidify the idea of relevance in the art classroom, technology is increasingly relevant to our world today, and to incorporate it into the classroom instruction will only make art that much more meaningful to contemporary students.