How is problem solving/critical thinking taught through art? What are some different strategies you have used to promote problem solving critical thinking?

Improving critical thinking skills is a major foundation of my teaching philosophy. I understand that most of the students I teach do not share the same passion for art that I do. The vast majority will not continue taking art courses after graduating high school. Elevating students' ability to use higher order thinking is one way I can make my class beneficial for the students that don't share my passion for the arts.

During my lessons I ask questions that aim to get students evaluating and analyzing different topics. One strategy that I try to use in the course of every lesson is comparing a successful project to a poorly executed example. I ask students to analyze both pieces and evaluate their strengths and weaknesses. I ask them to identify how they are different and attempt to connect what they already know with the projects being observed.

When considering iconography, symbolism, and conceptual work, I might ask students to look at artwork. I let them discuss the work with a partner or small groups, focusing on trying to figure out who the artist was and why they incorporated the elements that they did into the artwork. If we're going to view a piece of work that is loaded with symbols, I may introduce the artist in order to provide some background knowledge. In the next step, we look at the art and have a discussion, using what we know about the artist, to try and connect the symbols in the art back to life of the artist.

As I ask students questions, whether it is to analyze their own work, evaluate a range of ideas, or critique the work of others, I try to keep the questions open ended. I believe that this helps students keep an open mind, so that we can bounce ideas back and forth, opening up the possibility of finding several perspectives through which to look at problems and each others work. These different perspectives help me connect the work to the students, making the activity more relevant to their lives.

How have you used technology to enhance your teaching- how do you want to
in the future, what technology is necessary

During my time as a student teacher I have used technology on a daily basis. The technology has been very helpful. It has saved time, created more opportunities to explore ideas, and expanded the ability for students to express themselves.

The most common use of technology in my class has been the use of video projection. On a daily basis, students were presented with videos that served to give demonstrations on new techniques, build interest in new projects, and to present students with information pertaining to artists and art history. Using the video projection at the beginning of class was an effective way to get all the students' attention after the transition period between classes.

Students were able to incorporate technology into the class by using computers and other devices to search for reference materials. The ability to search through an almost endless supply of images gave the students options that they wouldn't have had if we were limited to the classroom resources. Using the internet as a reference tool saves time and expands a student's opportunity to find the image that they feel best fits their project.

A music inspired painting project at the high school level required students to choose songs to paint about in an abstract style. Students were allowed to listen to school appropriate music on their personal electronics. We used the classroom computer to share the students songs with one another.

In the future I will continue to incorporate technology the in the same way that I already have. In addition to that, I am interested in using QR codes in a way that gets students moving around the classroom to and create a stronger classroom community. Using QR codes, students can work together with in small teams to move around a work area or classroom to view hidden images, receive and answer questions, and get new directions or prompts that are engaging.

In what ways do the roles of art teacher and art education advocate overlap? In what ways can advocacy be used as a communication tool? What is your view of the importance of teachers’ relationships with their school community, parents/guardians, and the larger community – include in your discussion the role of professional ethics and school or community projects in which you were involved.

I see many ways in which my role as an art teacher and art education advocate overlap. In an elementary setting, the advocacy starts in the school. Communicating with homeroom teachers to create art lessons that incorporate the material that students are covering is a great start. Lessons that include homeroom material excites students because they can connect and really use the knowledge that they have acquired in a fun and creative way. This is an affective strategy to get people close to you, your fellow teachers, to appreciate the value of art education.

Any time that art teachers put a student exhibition together for the public to see, there is a great opportunity to advocate for the arts. Meeting people and speaking to the benefits at shows or posting literature or brochures that explain the benefits of art education are ways that we can make that information known to the public.

Conferences are another great opportunity pass this information along. While art teachers generally have lower traffic during conferences, at least in my limited experience, we can always send home newsletters and emails that discuss projects, important upcoming dates, and events, all while advocating for art education.

It is extremely important to maintain a professional appearance and demeanor anytime that we deal with parents and the larger community. Anytime we advocate for the art education, we must set a good example and act as responsible role models. Having an unprofessional appearance or behaving inappropriately will instantly strip teachers of their credibility and could create a distraction in the classroom.