Community Arts Partner

Teaching Approach

Teaching Philosophy + Approach

When I step into the classroom, I try to make activities and concepts interesting to the youth. If the youth are engaged, they will be more likely to learn. I diversify my delivery, so that I can maintain this engagement. Some concepts require a specific description, with step-by-step instruction. This can be tedious for everyone, so I like to pair this with exploratory experimentation. This is one great aspect of approaching technology and art.  I try to make time for reflection at the beginning and end of each session, so we can have some group discussion. I ask open-ended questions, so the youth can use their experience and imagination. If it's interesting and relevant to the youth, this can be a valuable learning experience. It is important for teachers to be aware and interested in the activities I bring to the classroom. I try to be as open as possible about my plans. It's really interesting when a topic I am introducing connects with other coursework the students have been working on. Communication in the early stages would open opportunities for this kind of relevant learning. An ideal situation would be to dialogue with the teacher and visit the space beforehand (if possible) so I can be prepared with appropriate tools and equipment. In terms of implementation, I plan for specific activities to fill the allotted time. If I speak with the teacher beforehand, we can make a plan for collaborative teaching, otherwise I assume I am to simply run my activity. Often the teacher is in a support role, though not like an assistant. The teacher has established relationships with the students. This can be invaluable for me. I often pair or team-up youth, and you can imagine the learning curve without teacher insight! A teacher in the room is very valuable if a classroom management need arises. In terms of wrap-up, it's great to conclude my activities with a display or exhibition. It can be rewarding for the youth to share with their peers. I find it rewarding when my activities tie into other coursework that the students will later encounter. Collaboration with the teacher is necessary for these.  

Curriculum Integration Possibilities

Robotics and electronics can have many possible integrations to cross-curricular topics. Music – electronic noise-makers and circuit-bending (modifying existing noise-making electronics) make and distort electronic sounds and music. This can be very experimental and interesting for students. Simple synthesizers and optical theramins are also interesting electronics projects approaching music. Visual Art – I taught a three-month class at the Northwest School called Robotics and Drawing. We made robots, conceptual drawings of internal robot parts and workings, as well as robots that could make drawings. This is one of many possible art/technology integration possibilities. Microprocessors are commonly used by visual artists to achieve interesting, interactive effects with their work. Performing Arts – Animatronics are essentially electromechanical puppets. There is lots of possibility for integration.   In terms of my 'inventing' coursework, the activity involves a five-step process used to learn from a trial-and-error method - plan, invent, test, reflect, and use. This is widely applicable to almost any creative endeavor, and can be integrated as such.

Special Skills and Areas of Expertise

I have experience working with underserved population and Special Education students.  I can also lead professional development in art/technology integration for k-12 teachers.

Testimonials from Schools

  Marybeth Satterlee, Program Director, Coyote Central  <marybeth@coyotecentral.org> Tuney Kannapell,  Assistant Head , Northwest School  <Tuney.Kannapell@northwestschool.org> Kayti Bouljon, Faculty, Washington Teaching Artist Training Lab, <Kayti@PNB.ORG>