As an Artist / Researcher / Teacher I take a holistic approach to my philosophy of education being student centred and art focused. I believe education is where I can make the biggest impact. I strive to create a learning environment that will inspire and empower students to explore both independently and collaboratively, gaining new knowledge and perspectives, to share ideas, take risks and create opportunities for learning in an inclusive environment. My primary role within the art room is to be a facilitator of student centred learning and to be the supporter of my students. 

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I endeavour to guide, assist, and support each student in reaching their full potential. To  instil a passion for the arts, a love for life-long learning which I demonstrate in my personal and professional practice. I set high expectations for all of my students, working with their individual needs to employ a framework for differentiated learning so they can maximise their learning potential, working together as student and teacher to set and achieve students personal goals. I strive to create an inclusive, supportive art room that not only focuses on students cognitive development but also their emotional and social wellbeing, to become active and engaged citizens.

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Contemporary theorist’s such as Maxine Greene and Paulo Freire call upon the use of imagination and visual arts within the development of education. ‘Cognitive adventuring and inquiry’ can lead to ‘active learners’ and through these ‘encounters with the arts’ can lead us to, ‘nurture and sometimes provoke the growth of individuals who reach out to one another as they seek clearings in their experience and try to live more ardently in the world’ (Greene, 1995). I favour constructivist educational philosophy and embrace Lev Vygotsky’s theories on social learning and the Zone of Proximal Development (ZPD) as a key pedagogical tool to ensure all students learn but are also challenged. I favour questioning, shared learning experiences, peer work and formative assessment strategies to promote students personal and academic growth. This is where I believe the art room environment is a crucial factor in students’ educational journey. The art room transforms into a studio space opening students to the world of possibilities, to more meaningful, enriching and collaborative engagement.

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Entering into this career I look forward to the future. Engaging with Cosán, to further developing my own knowledge and skills sets so I can apply and bring new practices and perspectives to my students but also to engage in reflective practices that will enrich my learning. I believe as a facilitator I can help young people to broaden their understanding of the world of art, to gain confidence and to articulate their own ideas and use their voice.  Through developing students visual thinking skills, creative, critical, contextual and problem-solving skills I can guide young people on their creative journeys to push boundaries and possibilities.

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