I don't draw horses or The Big Art Ed Question

Art does not come easily to me. I was not the girl who drew horses in fourth grade, when that was the thing to do. My early art experiences were in music. I played violin, piano and clarinet before age 12. My dad was a voice teacher and soloist. I grew up going to concerts and operas, and less to art galleries. When our family lived in Germany for two years (in 9^th and 10^th grade) I was dazzled by the works of Rembrandt, Van Gogh, Monet, DaVinci,  and Michelangelo that I saw in the art museums of Europe. My interest in the visual arts was born. Back home again in Oregon I began to make art my junior year in high school, not in a formal class but after school with my friends in the clay and metalsmithing rooms. My courage up, I took batik and weaving classes at Maude Kerns Art Center (I figured I couldn’t lose since the projects weren’t graded!) and a few private wheel throwing lessons. During my last year of high school I sold my work at the Eugene Saturday Market. Fourteen years later I earned my art degree from Portland State University.

I believe that art skills are available to everyone and that the creative process is not a secret society to which only the cognoscenti are privileged members. To that end, I wish to create an environment in my classroom conducive to exploration, play and process. There is a product, to be sure, but as a result of my experience last week in the Annie Painter Institute I hope to increase the variety of experiences spent in the processes of making art for my students. I will  give students more exploration experience before teaching each lesson. Some examples of this: more time making line, pattern, texture in drawing or stamping, before asking them to creating a background for their piece using 3-4 elements or principles of art. I think it would be great to have each student build their own notebook full of self-made examples of the elements and principles as a tool kit for future projects.

My students are 9^th-12^th graders and typically have no prior art class experience. They can be shy and concerned about their ability to succeed, but all of them do succeed (unless their attendance is poor). My goal is building the foundation of art skills in each medium I teach: fiber, clay and drawing/painting.  My realities are that I have short and long class periods, I see my students four times per week, and I switch mediums hourly. Set up and clean up are big factors in my teaching success. Having a budget for materials is essential as well. I’m grateful that my principal has requested enough money for my supply budget, since the materials fee (that students would pay) was eliminated two years ago.

A passion to create, a confidence in skill, a fearless attitude, an ability to quiet the inner critic and let the muse sing are the goals I have for the students I feel fortunate to teach.