As an art educator, my first priority is cultivating a safe classroom environment where students feel comfortable enough to explore. My main role as an educator is in facilitating experiences for students to develop creative thinking. I aim to teach students tools that they can utilize in their own art creation. Rather than directly telling a student what choices they should make, I strive to help students articulate their goals and aid them in inventing ways to conquer challenges that may appear.

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I believe students learn best when they are not afraid to make mistakes. Some of the best improvements come from making mistakes. I know that art is an intimidating subject for many students. Often, students believe that they are innately “not good at art”. This is frequently due to them comparing their art to others’. Taste develops more quickly than skill, and it is frustrating to create art that you do not see as “good”. In my classroom, I am sure to never compare students’ skill levels to each other or to any other artists. This is unproductive. Whenever I hear students comparing their art to someone else’s, I am quick to redirect them. In my classroom, assessment is based on craftsmanship, effort, and personal improvement. Each student is on their own journey of skill development, and it is crucial to take this into account in assessments.

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While I do not encourage my students to compare their art to others’, I do encourage them to take inspiration from other artists. One of the main goals for my classes is to develop an appreciation for art. I often implement this through bell-ringer activities that require students to engage more deeply with a piece of art. I create activities that require them to critique a piece and invent ways to implement elements they like into their own artwork (while learning the difference between inspiration and plagiarism). As they gain the ability to analyze the choices other artists make, they will also gain the ability to analyze their own artistic choices. My teaching is heavily focused on reflection. Comparison becomes useful when comparing to one’s previous self. As students develop reflective thinking, they will be able to see what they need to do to progress or where they may need help. This is most explicitly implemented after each project. As a part of the assessment, students respond to short-answer prompts about what went well, what was challenging, and what could be improved in the future. This has been very powerful in my classroom, as it allows students to practice analysis, it helps them decide what to change in their next project, and it helps me frame my feedback most productively.

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I believe that everyone can benefit from artistic expression and that everyone deserves the opportunity to create. Art can be a means of identity exploration, of expressing ideas and emotions, and of meditation. Art can be healing. Students should feel safe to express themselves in appropriate ways. I am committed to inclusivity and ensuring that every student feels welcomed in my classroom. I want to help my students embrace and interact

with diversity, and I ensure that the artwork we study comes from people of many cultures, perspectives, and identities. I am also dedicated to providing accommodations for students who require them.