I would say a majority of my ideas relating to education originated from observation and empathetic thinking. My teachers (of all subjects) were unwitting participants in my study, and I would write notes to myself about teaching and responding to shenanigans that my peers (the students) participated in. So in the past, I was greatly influenced by my teachers of the time. Now, I am more representing the second and third stage of my artwork, wherein my previous teachers have had influence, but I am emerging as my own version of myself as a teacher. Teaching requires staying true to your own personality, as trying to be someone else and fit into someone else's teaching style isn't conducive to a good teaching experience for yourself nor a good learning experience for the students.
All of my favorite assignments as a student, unbeknownst to me, related to choice. I would note the assignment, but what I didn't realize was that it was mostly related to a methodology that was incredibly conducive to student engagement and ultimately, learning. As such, in college, I have now learned that choice education is what I want for my teaching style. Teaching for artistic abilities is also something I have only just learned, and it is an eye-opener for my future teaching as I hope to organize my projects and classroom management around this idea to maybe inch closer to the nigh-perfection of Reggio Emilia. I previously thought that Reggio Emilia was simply a fancy use of choice and TAB, but now I understand that its foundation is in communication. As such I hope to communicate with my students, community, faculty, and parents / guardians in order to keep everyone on the same page and emphasize the importance of art in education.
My art piece represents this transition from my past to my present and then, ultimately, to the future, as I used my “Buddha Board,” which is intended for mindfulness. A piece of mindfulness is reflection and ultimately being present. This board changes color when painted on with water, and as the water dries the image disappears. The process feels like a less permanent sumi-e wash. I used this art form as I thought the water could represent time, with the process of it drying out creating the fading effect of old memories. Newer lines will be darker, much like new and recent memories. The first image is of a select few teachers I previously had, who influenced me with their projects, interpretations of events, or teaching styles. The second image shows their fading and even my own reinterpretation and refusal of them as a model due to newer learnings of what they did. The third image shows my own face appearing, which is most accurate to where I am now. Still very influenced by my past, but learning much more about how to be my own teaching style. The final art piece is where I want to be in the future, completely living my own teaching style with influence by my past but it is solely my own style.
As stated above, my current moment influences my future by added names to techniques I had previously noticed. Some of the theories are completely unfamiliar to me, such as some classroom management strategies that I never observed being used, and organizational techniques. The data sheets also are new to me and will influence my organization of my room for utmost safety. In the future, I hope to be my own style of educator, influenced by but not copying my past role models.
All of my favorite assignments as a student, unbeknownst to me, related to choice. I would note the assignment, but what I didn't realize was that it was mostly related to a methodology that was incredibly conducive to student engagement and ultimately, learning. As such, in college, I have now learned that choice education is what I want for my teaching style. Teaching for artistic abilities is also something I have only just learned, and it is an eye-opener for my future teaching as I hope to organize my projects and classroom management around this idea to maybe inch closer to the nigh-perfection of Reggio Emilia. I previously thought that Reggio Emilia was simply a fancy use of choice and TAB, but now I understand that its foundation is in communication. As such I hope to communicate with my students, community, faculty, and parents / guardians in order to keep everyone on the same page and emphasize the importance of art in education.
My art piece represents this transition from my past to my present and then, ultimately, to the future, as I used my “Buddha Board,” which is intended for mindfulness. A piece of mindfulness is reflection and ultimately being present. This board changes color when painted on with water, and as the water dries the image disappears. The process feels like a less permanent sumi-e wash. I used this art form as I thought the water could represent time, with the process of it drying out creating the fading effect of old memories. Newer lines will be darker, much like new and recent memories. The first image is of a select few teachers I previously had, who influenced me with their projects, interpretations of events, or teaching styles. The second image shows their fading and even my own reinterpretation and refusal of them as a model due to newer learnings of what they did. The third image shows my own face appearing, which is most accurate to where I am now. Still very influenced by my past, but learning much more about how to be my own teaching style. The final art piece is where I want to be in the future, completely living my own teaching style with influence by my past but it is solely my own style.
As stated above, my current moment influences my future by added names to techniques I had previously noticed. Some of the theories are completely unfamiliar to me, such as some classroom management strategies that I never observed being used, and organizational techniques. The data sheets also are new to me and will influence my organization of my room for utmost safety. In the future, I hope to be my own style of educator, influenced by but not copying my past role models.