Starting in the Fall of 2021, I was excited to take on a new opportunity that allows me to teach 3-dimensional design at a high school level foster 21st century Media art skills.
Instructing 9-10th grade students in a multitude of media, the art classroom is a creative studio space to foster student-centered thinking and imaginative skills. It is still a new experience and excited to work with amazing educators that truly support the overall well-being of our students and provide a connection back to school that they so truly deserve.
As one of 2 Art Educators at the newly re-established Oltman Middle School in Cottage Grove, MN, 2018 marked a new beginning. Oltman became a contemporary facility designed for quality middle school collaborative programming. We became a dedicated Art department that support students to be critical thinkers, support individualism and develop a culturally supportive and relevant art program for our 6th-8th graders. We fostered collaborative and community-driven projects promoting social-emotional learning through the arts.
The opportunity to collaborate, connect and support each other as teachers truly made an impact on my teaching experience. Working at Oltman middle provided me the opportunity to continue my work with AVID, be extensively trained in Culturally Responsive Teaching, and supported me in my endeavor of graduate school and provided the chance for me to connect to students on authentically rich art class experience everyday these students walked in my doors.
I grew so much during my time at Oltman. I grew not only in my classroom practice but my confidence of knowing middle school mindsets, supporting SEL, Culturally responsive teaching and believing in my students and seeing the motivation to succeed. During the pandemic, my expertise in implementing digitally rich and supportive lessons so my students did not miss out on any opportunity to be creative.
Some great work is included and all I can say is that Oltman is a school of great importance in my teaching career. I have been able to be a team leader and demonstrate dedication to not only my students but my fellow colleagues. Focusing on equity and inclusion, Oltman was a school that hears me as an educator and I appreciate that the arts are valued. To my colleagues, students, parents and community of Cottage Grove: Thank you for allowing me to teach such amazing students. It was a dream come true.
My work and dedication to the field of art education goes beyond a classroom. Since I graduated from Edgewood College in 2011, I have dedicated my free time to support arts advocacy both state and nationally. I have had the privilege to work with the Wisconsin Art Education Association as their membership chair, a conference committee member, supporter for the Visioneer Design Challenge, Youth Art Month and countless other roles and responsibilities to promote arts for our students.
Now as a resident of Minnesota, I dedicated over 3 years to the Art Educators of Minnesota as the Awards Chair and Board Services Chair. With that commitment allowed me to take leadership in 2021 as Art Educators of Minnesota’s new President.
In addition to my time on the AEM executive board, I also had the opportunity to represent the National Art Education Association’s as Western Regional Middle Level Representative. Representing 18 states of middle school educators, I seek to support the value and advocacy for the arts.
Advocacy to the arts includes being an active presenter both on the state and national level. My presentations often focus on Student-Centered Learning and now Culturally Responsive Teaching strategies in the Middle level classroom.
These are just a few examples of how I have assessed students with the most recent being predominantly digital. As you can see, I use a variety of different question-based/discussion protocols to help support comprehending student ability. Reflection is a key component of my assessment strategies.
I follow the design of SCLA, a circle of questions/prompts to ask students throughout the entirety of the unit/project. These are tools to help students develop a stronger connection to the work we do in the art room. I also often have students document different stages of the project so that I can identify formative and summative assessment work in both process and product.
Writing in the art room is expected and encouraged. It wasn't always easy but as students started to understand that communication helped them with their overall development and connection to their projects, it changed the whole class perspective and value in their work.
I expect students to have a mutual partnership in the communication and dialogue of the class. Various ways of communication strategies helps students look at the big and the small learning experiences that go along with creating art. This is the embodiment of equitable student-centered art learning.
I dedicated 4 years of rigorous work at Black Hawk Middle School because I loved what I did and who I was helping. Many students struggled with social and emotional trauma, poverty, and challenges beyond our classroom walls. However, the power of the art class provided them the opportunity to express who they were, where they were from and what they saw in themselves.
This authentic learning experience was challenging but rewarding. We learned various mediums and explored various ways to create in the classroom. I developed opportunities to give students opportunity to excel and celebrate the successful experiences of growing and developing their artistic abilities from 6-8th grade.
Blackhawk provided a place for me to learn about culturally responsive teaching, develop my skills in AVID strategies and allowed me to be apart of a school family and community dedicated to help make a change happen for our students.
Students joined me beyond the classroom day in Art Club, Yearbook and many other after school activities. I miss them, but know that the time spent was well worth it. WE ARE BLACK HAWK.
For more information regarding Black Hawk Middle School,
Art Educator: 2011-2013 & Summer School: 2013-2017
Walbridge School was a non-profit elementary through high school serving students with specific learning disabilities like dyslexia, Attention Disorders, Dysgraphia, Dyscalculia, Anxiety or NLD/NVLD.
The mission at Walbridge School was developing a sustainable educational program that uses a comprehensive academic approach to effectively meet the needs of children with learning differences, inspiring them to reach their full potential. Unfortunately, the school recently closed.
Walbridge was a school dedicated to providing an individualized educational program in a small school environment where students realize their academic, emotional and social learning potential. I was responsible for teaching students Art emphasizing in SEL and student-centered learning strategies. These disciplinary practices provided students the motivation and empowerment needed to feel successful at their own individual levels.
This school focused on building the students abilities in reading, writing, critical thinking strategies in all curriculums, to include art to support individual learning plans. For more information regarding this unique learning experience for children, visit: http://www.walbridgeschool.org
I had the privilege to teach all of the art classes offered in the Memorial Arts department throughout my student teaching experience and through my substitute teaching opportunities. Memorial teachers and students treated me like one of their own I valued every moment in this school.
Working at Memorial shaped my knowledge about how to teach students a variety of media. It gave me experience running a school gallery, preparing students for state and national competitions, along with teaching to a level of expectation that both teachers and students supported.
It was a phenomenal experience to watch first hand various teachers and students work collaboratively in an open studio space where students developed a knowledge that was rich in development, creativity and 21st century learning.
I was asked on many field trips to see the SOFA exhibits in Chicago, IL thus confirming my connection to the staff and students. My experience with Memorial was so rewarding it gives me great encouragement to know that high school visual arts programs are a wonderful experience for both teachers and students.
This is a phenomenal art department worth sharing: https://jmm.madison.k12.wi.us/art
Falk Elementary School was a wonderful experience. It allowed me to learn first-hand elementary practice and principals of Art education. This school focused on Kwanzaa belief systems including the philosophies and teachings. Equity and Umoja, or Unity was a practice not only in the building but in the art room as well.
I enjoyed my time working, learning and growing into an educator that understands empathy, demonstrates patience and is dedicated to making the world a more beautiful place, though art.
https://falk.madison.k12.wi.us
From 2009-2016 I dedicated my summer to The Wisconsin Youth Company's Middle School U Art Enrichment program in the Madison Metropolitan School District. Classes ranged from clay, drawing, painting, recycled art, and more. I also had many opportunities curating and assisting in celebration activities to support the organization such as their annual Celebrating Youth Art Exhibits.
