Running head: PHILOSOPHY OF ART EDUCATION 1

Aubrey K. Martin
Philosophy of Art Education
aubreymartin37@gmail.com

I strive to teach in a compassionate, genuine way. I want to see my students thrive and
experience authentic learning in my classroom. My desire is to encourage the next generation in
their pursuit of knowledge by allowing them to explore themselves through their own artwork. I
want to inspire experimentation and innovation in my classroom. It is my hope that the students I
teach will blossom into creative, independent thinkers who are fully prepared to face the
challenges of life.
There is one piece of writing in my field that has affected my philosophy more than
anything else – Olivia Gude’s article on her 2009 Lowenfeld lecture. Through this article I
discovered that teaching (when done well) can be a bold, revolutionary act. Students ought to be
recognized for what they truly are – independent individuals with beliefs and dreams of their
own. Experiences in the art room ought to be based in the freedom of the manifestation of
students’ creative process (p. 1). True artmaking is not a hobby, nor is it simply a means of self-
expression. Art provides a gateway to understanding the viewpoints of other individuals. By
practicing creative thinking and maintaining a contemporary artistic outlook on the world, we are
able to identify and fight against corrupt, biased messages. Artists do not demurely accept the
hand that we are dealt. Rather, we critically analyze problems and creatively overcome
seemingly insurmountable obstacles. This is why it is so important to teach students art. Who
better to challenge outdated ideas and introduce new ones than artists – the innovators and
revolutionaries of society?
One of the paradoxes about being an artist is finding the balance between maintaining
one’s individuality while still fully engaging with members in one’s community (p. 1). In my
curriculum, there are a few collaborative, large-scale projects that students will create within
their community. I specifically want to involve parents and guardians in these projects. It is so
valuable for parents to see the growth in their children’s abilities firsthand. Parents should have
the opportunity to create with their children. These projects emphasize the value of human
relationships and the value of individuals working together and using their own unique talents to
improve their world. In addition to these projects, my classroom management style is based
around this idea of community. My classroom is a shared space in which fellow artists look out
for one another. According to Gude, being an artmaker means contributing to an ongoing
dialogue about the world and the people in it. It is the educator’s duty to make sure that young
artists are prepared to enter this dialogue, confident and eager to share their ideas with others.
This is why it is so important to develop community in the classroom! Above all, students must
be encouraged to embrace their own artistic individuality while embracing the uniqueness of
their peers’ as well. This means that I need to create a safe space for students to learn and grow
together in their artistic abilities. Collaborative projects and the weekly sharing of plans and
ideas will be key components in the structure of this environment. In the end, what it really
comes down to is respect. I will respect my students and honor their achievements and
individuality. Most importantly, I will encourage them to do the same with one another.
PHILOSOPHY OF ART EDUCATION 2

References

GUDE, O. (2009). THE 2009 LOWENFELD LECTURE: 2009 NAEA national convention /

minneapolis, minnesota: Art education for democratic life. Art Education, 62(6), 6-11.