Philosophy of Education

Hi. My name is Shannon Daily.

I have my masters degree in art history and have

done museum education work as well as I'm teaching at

the college level.

I also have experience as a freelance illustrator and painter.

My goal is to earn my single subject teaching credential

in art and hopefully become an inspiring, an effective, ah,

high school visual arts teacher.

What is the purpose of education?

Whereas schooling is a specific formalized process usually focused on

the young and whose general pattern traditionally has very little

from one setting to the next, education is a process

of human growth by which one gains greater understanding and

control over one's self and one's world.

Education is a lifelong process in terms of the purpose

of education.

As an educator, I sympathize greatly with the ideas of

progressivism and some generalizations of romanticism in that nature is

always in flux as ever changing.

Consequently, knowledge must be continually redefined and rediscovered.

To keep up with that change and education must help

the student developed physically, intellectually, socially and morally.

Moreover, I believe education's purpose is about teaching students how

to think rather than what to think with this in

mind. I believe education is always happening and that the

purpose of education is not simply to teach canonized material,

but to teach individuals how to be complete human beings

who can deploy their knowledge in service of all aspects

of their lives.

Consequently, I believe that the role of schools should also

incorporate the four basic principles of school which include intellectual,

political and civic, economic and social, and that a complete

education involves all of these areas.

What is the role of the teacher in my art

historical training?

We used a epistemological theory quite a bit when discussing

art objects and how meaning is interpreted or located within

a kn object by different viewers, I believe that meaning

is not inherent or universal, but rather developed and effected

by someone's preconceived ideas.

In this way, the meaning is in education or curricula

is not the same for every learner.

Using this way of thinking, individuals clearly differ in their

preferred methods of learning, and much of the teachers work

focuses on helping students find the most effective way of

gaining new knowledge.

Therefore, rather than being presenters of knowledge or taskmasters, teachers

are intellectual guides, facilitators in the problem solving process.

And really learning involves moving from declared of knowledge to

applicable knowledge.

In other words, from knowing what to knowing how and

ultimately teachers are facilitators of student learning.

Providing resource is for students problem solving abilities.

What is the role of the student?

If teachers roles is to aid learners and finding meaning

in education, then the students role is to be actively

engaged in making meaning.

Progressive educators should identify what each student's interests and concerns

are and try to shape problems around them.

The focus is the students, and I agree with this

statement that knowledge cannot be transmitted directly from teachers to

learners, but rather is constructed by learners and later reconstructed

as new information becomes available and that Children learn by

doing and by discovering.

Therefore, I believe that the role of the student is

toe ask questions, be curious and strive to make meaning

in what they learn and incorporate their education and other

aspects of their lives.

What are you going to teach Art by subject area

is going to be visual arts specifically, um, one of

my goals for teaching, um, is to get students to

think about perceive question and on interpret the world around

them through the visual arts.

And these ideas tie into aesthetic philosophy and ex theology,

which deals with questions of values regarding beauty and art.

And I think some of these foundational principles of these

approaches can be successfully taught to students through creative exercises.

I believe that the skills developed in creating, interpreting, presenting

and critiquing the arts benefit students in other areas of

their lives, not just when looking at art such as

critical thinking skills, seeing something not just for what it

is but how it exists, looking beyond what is immediately

present presented and how we react to visual and aesthetic

stimuli around us every day.

A second goal is to encourage students to use the

arts as an outlet for self expression and psychological, cognitive

processing or therapeutic benefits to explore abstract ideas like happiness,

depression and identity in an aesthetic way.

Who are you going to teach?

Why adolescents?

I chose to work with adolescents specifically rather than elementary

age students for two main reasons, um, that also go

hand in hand.

I enjoy teaching more advanced levels of art practices that

are not taught to younger ages and I look forward

to the opportunity of incorporating some of my art historical

training by discussing relevant historical and cultural topics and giving

them a thorough understanding of art mediums and art's role

in the world in world cultures.

Second, I am particularly passionate about helping students during the

adolescent stage of their life and the cognitive psychological changes

happening during this time, such as guiding students in their

self discovery and allowing a safe space for expression.

My personal beliefs regarding how adolescents learn follows cognitive psychology

and constructivist methods of teaching rather than behaviorism.

I do acknowledge that conditioning people through the use of

incentives motivators has a proven effect on behavior.

But I feel that simply teaching students to respond to

stimuli according to certain criteria within the classroom does not

necessarily educate students on how to think critically or develop

intuitive decision making skills.

Um, in regard to cognitive psychology.

For new information to be internalized by learners, it must

be integrated into the learners pre existing knowledge base.

This process of integration is referred to as Constructivism and

for me, constructivist cognitive psychology aligns with many aspects of

a epistemological theory in terms of how meaning is made

and interpreted differently among different people.

Therefore, different learners need different learning experiences, and this ties

into Howard Gardner's theory of multiple intelligences and the unique

combinations of cognitive abilities.

How am I going to teach?

Um, I will present a curriculum that not Onley, instruct

students in the practical application and execution of visual art

methods, but also the historical, theoretical and cultural implications of

visual art and material culture through an interdisciplinary approach that

challenges canonized art education by building upon traditional subject matter

through embracing diversity and decolonization in the arts.

Visual arts and material culture allows students to express themselves,

but can also be a vehicle through which they could

gain understanding with numerous cultural contexts or situations such as

greater cultural awareness, sympathy and insight for others.

Historical influences.

It can fight prejudices and break language barriers in terms

of instructional strategies.

Um, some content delivery methods I hope to utilize include

videos, light reading, um, physical technical instruction of art methods.

And as for engagement activities, uh, the art class is

the perfect place for communication activities, such as discussions or

about art concepts.

Presentations in the forms of critiques and collection type activities

such as museum field trips, um, and projects like locate

10 FEMA artists throughout the gallery or simply an online

archives. I plan to use both independent and collaborative activities.

Um, I value the create the individual creative process, but

will also incorporate collaborative projects such as peer review or

critique of final art projects among fellow students.

And as for assessments, I would like to employ, um,

excuse me entry level assessments such as assessing prior knowledge

with warm up doodles, having students complete preliminary sketches for

their next art project group discussions about major themes, skills

needed for the next project or group brainstorming sessions for

formative assessments.

I would ask questions to confirm that they understood the

instruction and can execute the techniques, perhaps as a ZX

with thumbs up thumbs down approaches.

I would also ask students to explain their approach and

techniques, um, that they're using and why, and also observe

students during their technique.

Um, excuse me of their technique during work times, and

for some it of assessments, I would require the success

successful completion of assigned art projects that show a mastery

of the basic skills for the lesson assess if they

use any creative license and showed effort, and I will

also have them present their works in constructive, pure critiques

and to discuss and explain each other's work.

Overall, my philosophy of education may be considered somewhat eclectic,

not out of philosophical uncertainty, but because I do acknowledge

the benefits within certain approaches and ultimately believe that people

learn differently.

And certain learners may respond better to different methods of

teaching. Though I primarily find myself oriented with progressivism and

constructive teaching strategies, thank you.

Philosophy of Education

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