Community Arts Partner

Teaching Approach

Teaching Philosophy + Approach

One of my guiding principles is that that students be the true source of their artistic work. The art form has skills, language, and techniques necessary to produce work, but the idea behind that work is the most critical element, and should be true to the individual student. For example, a common final project theme is “It matters to me.” Each student will have a different interpretation of that phrase, and a different way of of expressing a common idea (ie, “family” is a popular topic, but every student approaches it through their own lens). I'm interested primarily in the higher-level goal; what do we want the students to get from this? What should they feel/experience/discover/learn -- and what should they remember a week or a month or ten years from now? Once we have the what and why, the how and when fall into place. I strive to incorporate a variety of learning styles and preferences into each learning plan; for example, a lesson could include verbal instruction, a written handout, and experiential, hands-on learning. I also believe that reflection is an important part of the process, both for the learners and the instructors.

Curriculum Integration Possibilities

Language Arts, History, Communication, Science, Social Studies Examples: I have partnered with a history classroom teacher where photography was discussed both in terms of its own timeline, but also as an agent of change and information which has been used to shape history. This, in particular, relates well to 4.3, Understands that there are multiple perspectives and interpretations of historical events. A number of my arts lessons incorporate Language Arts skills. For example, written response to artwork is utilized. Key concepts are: generating an imaginative narrative based on limited but specific information, extrapolating logical conclusions from visual clues, writing clearly and concisely, and learning how the written word can work with or against other forms of communication. Some EALRs addressed are: 2.2, Writes for different purposes; 2.3, Writes in a variety of forms/genres; 3.1, Develops ideas and organizes writing. All of my teaching experiences incorporate communication skills. Students are continually asked to participate in critique sessions, where they both explain and interpret their own work, and offer feedback in dialog with other students' work. In longer sessions, students prepare and verbally present a report on an artist of their choosing. Some of the standards addressed by this work include: 1.1, Uses listening and observation skills and strategies to focus attention and interpret information; 2.1, Uses language to interact effectively and responsibly in a multicultural context; 3.1, Uses knowledge of topic/theme, audience, and purpose to plan presentations; 3.2. Uses media and other resources to support presentations; 3.3, Uses effective delivery.

Special Skills and Areas of Expertise

Testimonials from Schools

Marisa Vitiello, Adobe Youth Voices Mentor/Coordinator marisa.ayv@gmail.com Kate Porter, Youth In Focus Program Director katep@youthinfocus.org