Teaching Philosophy

As a soon to be newly qualified teacher, my philosophical approach to art education is student-centred, inclusive and rooted in the belief that every learner has the potential to grow through creative engagement. I want students to feel excited about making art, not just as a skill to master but as a tool to express themselves, problem-solve and develop their critical thinking. For me, art is about exploration, taking risks and learning to see the world from new perspectives.

Inclusivity is at the heart of my teaching practice. I believe that every student brings their own unique strengths to the classroom, which can be leveraged to support learning for all. I aim to foster a supportive, student-centred learning environment where students feel comfortable, valued and empowered.

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Through scaffolded tasks, alternative assessments and different materials and processes, I ensure students can access art in meaningful and achievable ways. Creativity, for me goes beyond artistic outcomes. It includes adaptability in my teaching methods and responsiveness to individual student needs. I strive to break down the myth that art is only for the “naturally talented” by supporting all students to take part in the creative process and develop confidence in their abilities. Through my work with students I strive to have empathy and consistency in their learning, developing a relationship built on trust and guidance.

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​Inspired by Howard Gardner’s theory of multiple intelligences, I embrace the idea that students learn and express understanding in varied ways. Gardner (1993) argues that creativity is not a fixed trait, but a capacity present in all people when nurtured through the right conditions. This belief informs my commitment to honouring different learning styles and offering students the tools to make meaning through art.​​ My classroom is a space where voice and choice are encouraged. Students can bring their lived experiences, cultural backgrounds, and personal interests into their work. I design projects that are flexible and relevant so students can interpret themes through their own lens and feel a sense of connection and purpose in their learning. I support them in critically exploring ideas, collaborating, and building visual literacy. These transferable skills are crucial for life beyond school.​

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Through my ongoing personal art practice which involves painting, dressmaking, crochet and gardening – I stay connected to the process of making and experimentation. Maintaining my own practice keeps me and inspired. Sharing my own practice with students expands their understanding of what being an artist can look like in the real world, beyond the boundaries of traditional fine art.