- What events/moments/personal experiences change or refine my past perspective to look at art teaching and learning now?
- What current learning or art education theories do I learn related to this change or revision?
- How does my art piece (or the process of making this art piece) represent this change or revision?
- How does my current understanding influence my path of be/coming an artist and educator?
Growing up, I was a good student in K-12 schooling. I didn't push myself, so I was typically one for B+ grades. My parents said numerous times that they trusted me (to keep my grades up), so they didn't check my grades and we didn't attend PT conferences when I got to high school. I never thought much of their lack of involvement except that it was unusual, as my friends' parents were constantly monitoring their progress in school. Did I not push myself because I didn't need to? I wondered if I would have done better in school if I had more motivation or expectation to. I always aspired to being a teacher, but one aspect of teaching always worried me - angry parents/guardians. I was worried that the parents/guardians would yell at me every time their child wasn't doing well in class.
Now, I'm afraid that no parents/guardians will arrive. I worry that they won't care for their child's wellbeing. I'd much prefer an angry parent/guardian than none. There's an old adage that it takes a village to raise a child. This past week, I was reminded of this when I attended the parent-teacher conferences at Thompson Valley High School. My cooperating teacher lamented that usually only the good students' parents come by, suggesting that students are more successful when their parents are involved in their academics. Typically, this transfers to the parents being involved in the child's life, too, but not always. In Reggio Emilia, lots of community involvement is curated, something that encourages and allows growth. Every student needs a cheerleader, and I believe that teachers need support to raise up the child to their full potential.
This brings me to my art piece. Students need others' support, much as we do at any age. But students have a lack of life experience that makes it crucial for those around them to support them. My art piece features a child being lifted from the dark squiggles into the day by many hands of those around them. Teachers, guardians, friends, that librarian over there, the restaurant owner over here.. The entire community can help so many children just by being kind and caring. The student can succeed when being lifted like this, but if they aren't supported, they would have to wander to find their own way. Guardian involvement is crucial to have the students succeed.
As such, I want every excuse to have the students involve those supporting them in their class activities. I want to ask for more engagement by their supporters, perhaps with pricing of artwork, or with ideating for another project. Students can solidify their support network while growing in courage. I want to send home letters, emails, and phone calls to show my involvement, if I am the only one in the student's life with interest. My classroom will be a safe room with a community of learners who support each other. I want to lead kindness in the school.