ARTIST AS TEACHER

I believe my practices as an artist will help me to relate to my students on both an academic and personal level. Being an artist means investing time in the process of trial and error as well as finding a unique way to express oneself. Students will look to me for encouragement as they struggle to achieve the desired effect and when they feel they have lost their way on the road to creation. We will be able to share stories and help one another to grow from any problem that may be standing in the way of the creative process. I hope my advice and experience will teach them to expect the unexpected and to keep their mind open to the transformation of ideas.

Artists learn how to express themselves and in achieving that skill they also pick up the essential skill of successful communication. Not only do artists have to be able verbally explain their work, they also need to be able to be articulate writers in the sense that they must explain the all inspiration, techniques used, and the step-by-step process that led to the finished product. If one masters the art of explaining to others the way in which they passionately achieved a fine piece and is able to understand the importance of the developmental process then they have been granted the teaching seed.

As an older artist who has been in practice for years I hope to serve as a strong tree for my students to lean on; roots firm in classic technique, strong trunk sturdy with experience, and long extending branches reaching to seek the latest trends. My work is a part of that tree and will be shared with my students so that they can see that I am in constant practice and current in my advice. Pieces will also serve as examples in lessons to validate my stories of creation as well as prove that I practice what I preach.

I love to sketch and carry around a journal to write or draw in, or to plan new projects. My drive to keep producing will only be encouraged by teaching since it will be a new chapter in life to express. Art has always been an outlet for me, a way to communicate what is going through my mind with out saying it, and that is why I believe teaching art will just be a new jumping off point for my pieces.

I believe Vieth characterizes the relationship between teaching and art making as a constant cycle: make art, learn from process, research and learn the latest of what you just made, experience other pieces in that media, and make a purposeful lesson from that experience for your students.
In order to balance the need to teach technical skills with the need to help students make art that is personally meaningful and creative I plan to help students to see the skills as essential tools so that they will be able to easily express themselves in the art realm. One has to learn to walk before they can run.

HIGH SCHOOL

High school was a blast for me, but I have surprisingly come to find that the experience for many of my peers was not as positive. I was an extremely involved student who felt the school to be a second home. Class began around 7 am and I would not get home until 6 or 7 pm depending on the day. Whether it was volleyball, soccer, and choir concerts or dance team commitments, NHS meetings, and Mentor obligations, I consistently seemed to be roaming the halls for some reason or another. Being involved helped me to think of my school community as a family, making close ties with my peers as well as teachers.
Since I had such a wonderful experience, I am afraid I have acquired rose-colored glasses to the idea of high school. Have I forgotten what it was like to be a freshman trying to learn the ways of a new school? Even though this reflection helps me to reminisce it will still be difficult to understand where every student is coming from. Naturally I will expect my students to want to get as involved as possible, but I have learned that not all students will have the time or finances to do so.
What gets me most excited about teaching high school students is the potential for making great connections with my students and sharing my passion for art. Sure some of my students may not enjoy art in the same manner, but I am ready for the challenge of inspiring them to see the beauty in learning how to express oneself through aesthetics. I expect that not all students will have the same amount of drive and they their motivation will vary from day to day. High school can be tough and I expect students to have their ups and downs in both their work and emotions.
From the upcoming experiences I think I will learn how to face my fear of not knowing where every student is coming from through personal experience as well as realizing that not every student will be as easy to reach as others. As a nurturing being I want everyone to feel safe and comfortable in expressing themselves no matter their opinion or background and in time I plan to learn the best approach to attain this goal.

I am the Weebia Tree, representing the growth of one who has chosen the path to become an art teacher. I started as a seedling growing from a large family raised in the city of Chicago. Being so close to a metropolitan area I got to experience the privilege of being surrounded by galleries, museums, and many traveling exhibitions. My love for the visual arts began at the Art Institute of Chicago and has grown, stemming from this root, throughout my life. Even though I enjoy exploring other institutions for inspiration I still go back to the Institute to reflect and meditate; it has become my sanctuary.