Jessica Slocomb

Art Education Philosophy:

The overarching objective for my students is critical thinking through the arts, the
thought process that goes into creating art and how it can be applied outside the arts class. My
students will learn and know how to think without someone telling them what to do. I want that
my students to remember how to solve problems, whether it is their problem or a problem that
someone puts in front of them. Teaching art shows students how to think outside the box and
takes skills taught in other classes and uses those transferable skills and knowledge in the arts
classroom, a form of content integration. Transferable learning can be evidenced through writing
in the form of artist statements, learning about contemporary art and abstract application of math
concepts. Education is slowly shifting from memorization and following specific directions to
get a clearly defined right answer to letting student’s problem solve and learn from their
mistakes. Art gives students responsibility to follow their interests while researching and
investigating topics for them. Art encourages students to have agency; the student’s ability to
critically think through the arts will helped them in their eventual careers and be beneficial
through postsecondary education.

My objective is to teach students how to critically think using their own interests and
curiosities in the arts classroom. The students will go through the process of planning, making,
creating and displaying artwork while using skills and content knowledge as a guide to the
process. I envision myself walking students toward their ideas, teaching them how to manipulate
materials to fit their ideas and teaching students how to think not just in art but in other classes as
well. As for melding student interests, Colorado Academic Standards and my objective, my
teaching style is letting the student’s figure things out for themselves, classes will start with short
demonstrations no more than five minutes. I want students to explore the materials and learn to
recognize what they need to succeed, the idea of self-advocating. I incorporate the student-
directed theories like Teaching for Artistic Behavior (TAB), Right Question Technique,
Cognitive Coaching and Studio Habits of the Mind (a set of cognitive processes that emphasize
creative and critical thinking practices, teachings how to think). I became an art teacher because
students need teachers who believe in them and their skill sets. Someone who is willing to push
them in the direction they want to go in not the direction teachers are told to push students in.
Overall, I am a passionate art educator who wants students to succeed; as they gain critical
thinking skills that will support them through school and life.