About
PHILOSOPHY OF ART EDUCATION
Elliot Eisner, a present day art philosopher and educator said, "The arts teach children that problems can have more than one solution and that questions have more than one answer." It is Eisner who has shown a contemporary art educator like myself the importance of validating inspiration, individuality, and creativity. This is the true beauty of a visual arts education.
The visual arts are a universal language, with a symbolic way of representing the world in ways that can contribute to all curriculums. I learned first hand how art could be used as a tool to open up a world of knowledge. As a young student who constantly struggled with academics, it was art that allowed me to visually experience and gain a sense of confidence in my learning that I never knew existed.
My role as a teacher demonstrates variety in the learning process. In the creation of art, students gain the opportunity to discuss and respond to various worlds of art by reading, writing in addition to their artistic experience. I develop my lessons with the drive to motivate my students as they learn about concepts, artists, materials and art techniques.
I work closely with the Wisconsin Visual Arts Action Research Group, Student-Centered Learning in the Arts (SCLA). This group is based on Harvard's Project Zero's Arts Propel project directed by Howard Gardner. We work together to understand new ways of thinking and support metacognition in the arts. We focus upon growth mindset, creative habits of mind and support each other to connect these concepts into our classrooms. This work has helped my students to focus on perception, production and reflection of the experience in the art class.
These types of learning strategies helps support the documentation of the whole learning experience and we are able to observe the capabilities of 21st century learning. Students answer essential questions, learning targets that fit the problem, develop formative and summative assessments, and essentially documenting the entire learning process. These practices strengthen creative skills, fluency, flexibility, and originality in the art class for each individual student.
As educators we are ever evolving. From SCLA, TAB, AVID and more I appreciate the value of continuous learning. For the past 3 years I have dedicated my practice to growing my understanding and support for a more culturally responsive classroom. Studying methodologies of Zaretta Hammond and Sharroky Hollie, I am encouraged to keep learning and growing as a CRT educator. Graduating from Vermont College of Fine Arts with a Masters in Art and Design Education, I dedicated my action research graduate studies by identifying the importance that Culturally Responsive Teaching promotes motivation and empowerment in a middle school art classroom.
By supporting student behavioral culture within the art class experience, the students know that their culture is validated and affirmed. Art education is what I love. It is my passion. I look forward to continuing my work throughout the years and continue to help students connect to the visual arts and raise them to be the most creative 21st century learners that they can be.
Info
Linkedin: www.linkedin.com/in/jessicaaejones/
MN ED License: #472800
WI ED License: DPI# 731007
Professional Art Portfolio: artofnamaste.com