Meg O’BrienAboutTeaching 
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Teaching Philosophy“Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who himself is taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.”
   -Paulo Freire, Pedagogy of the Oppressed (1970)    My educational philosophy is based on critical pedagogy and student-centered practices. Drawing upon the work of educational theorists such as Paulo Friere, I believe that all students bring valuable knowledge and experience into the classroom. Learning occurs in multiple directions, as students and teachers grow together through the educational process. I want to cultivate a classroom culture that allows all students to feel included and empowered to take creative risks and grow as learners. I believe that education has transformative potential, and I will incorporate the theories of Friere and others, such as bell hooks, to strive for this. I also believe it is important to work to include all students in the classroom. Culturally responsive pedagogy also facilitates this engagement, providing educators with tools to engage with their students from all backgrounds and break down harmful norms that exist within the education system.

   Art educators have a multitude of unique ways to approach topics from identity to community to current events impacting students’ lives, and I hope that by drawing upon the work of these theorists, I will be able to create a space for students to process and reflect upon these topics in the classroom. I will also draw upon the social justice-focused work of scholars like Dipti Desai to engage with issues impacting students, using art as a means for expression and analysis. Art education also presents an opportunity for interdisciplinary learning and collaboration across subjects. As an art educator with a background in the sciences, I see a multitude of possibilities for arts integration to strengthen student learning and engagement. Art is also a means for teaching literacy, visual and otherwise. I believe in incorporating visual literacy into the art curriculum. I think visual literacy practices also support cultural literacy and overall educational development for students, all things I hope to center in my future art classroom.

    While I believe that art educators must incorporate studio practices into their classrooms and teach concrete, technical art skills, I also believe that students must have the freedom to be creative and pursue their own unique interests in the art room. The process of creating and learning is much more important than the outcome, and I will not place an emphasis on “polished” final projects, particularly in the lower grades. There is much to be learned through the act of exploring materials and having a space where students feel comfortable and empowered to take creative risks and try new things. The skills that students can learn through artistic exploration - including the Studio Habits of Mind (Develop Craft, Engage & Persist, Envision, Express, Observe, Reflect, Stretch & Explore, Understand Art Worlds) - support their academic and emotional development overall. For these reasons, I emphasize student choice within the art classroom to build independence and confidence that will carry beyond the art room.