I believe all students can create, appreciate, and learn from art.  I feel our traditional practices in education have created the misconception that art is for the gifted and privileged. Art is a catalyst for different ways of knowing; it is essential to create and preserve a desire to make (and understand) art and develop a critical eye.

 
Authentic learning in any classroom requires engagement and output from both the teacher and the students; an educator must be able to facilitate learning while being able to learn from his/her students as well.  Teachers and their students contribute different forms of experience, knowledge, and expertise to educational discourse. Approaching teaching in this manner creates a richer learning environment; one where the teacher will have an increased probability of meeting the students’ diverse educational needs through connecting and exploring topics relevant to their interests.

This approach is an important element in the process of teaching an art class that integrates elements of art and visual culture.  Exploring not only the role of an artist, but also art’s presence in society lends itself to making art relevant to everyday life.  Giving the students a voice in the educational process allows the environment to shift from teacher-centered and controlling, to a more comfortable and malleable setting. This creates an atmosphere in which students are invited to discuss and engage rather than take note and repeat.

There are many themes that I feel are important to incorporate into the art curriculum; culture, identity, history, ethics, and art as a catalyst for change. These themes are universal to all subjects and lend themselves to interdisciplinary approaches with colleagues to reinforce what students are learning in their other classes.  I would approach these topics through a series of connections; for example, an assignment with research, the making of art work, and class discussions.  Critical responses on the topics researched are then expressed both visually and in words.  In establishing themes and goals, it is also important to acknowledge the barriers that make utilizing all elements to their fullest difficult; for example, large class size, diverse learning styles and limited instructional time and funding.  I regard these barriers as challenges to work with and around, rather than dead-ends.

For example, as a photography teacher, I approach the camera as a means to engage with our visual culture, to convey messages and provoke discussions.  It can be used to better understand our social and physical environments, as well as oneself.  Living in a world where photography has become ubiquitous and accessible, it is important to remind others and myself that photography exists beyond the snapshot and the advertisement, and examine exactly how such images affect us.  As an educator I aim to have my students explore these ideas and relevant, personal

themes.
Through a curriculum where students explore the impact of art and visual culture, they can grow to be informed and critical members of society. It is my goal for students to continue their exploration of art outside of the confines of the classroom and educational system.

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