Art Education Portfolio

      Often, the visual arts are viewed as the final production, but this is not adequate. Art is a symbol making process which children use to make sense of their world. The arts let children reorganize their knowledge of their surroundings from life’s experiences. This reorganization of information is needed for child devolvement. Children use symbols before entering the school system-  the Scribbling Stage. Reaching four years old, the Preschematic Stage, the symbols take a representational meaning. The symbol in art makes vivid that which limited language cannot express in the child’s cognition. The arts are an activity of the mind. As Gardner says, “… the arts may offer the best- and possibly the only- avenue for effective expression of what is important at the time.”

      Emotions are strong feelings.  It is natural as children to feel, to have emotions. And, art is the vehicle to self-expression. As children grow, they reorganize information with different symbols outside of “scribbles”- writing, math, and socializing. Often children will feel discouraged because of, as they explain, their lack of skill. However, children continue in “symbol” making outside of the academic- such as doodles or even graffiti.  As fostering the arts, it is important to help children make this connection between art and emotions. With the arts, they can use the symbol making to think about the emotions of a situation – personal or abstract.
 

        As artwork is produced, art continues to teach. Children focus to find minute differences that can have huge effects, and with good judgments, children solve the problems. However, unlike most of the school’s courses, children see more than one solution solves a problem. Also, seeing the difference kinds of art, children can appreciate the different art works of their peers – and different cultural art.  As a result of see different and new views of the world, children will feel – emotions. Thus the children will again reorganize this new information as symbols. In result, the circle of emotions, thinking, reorganizing, and producing brings everything into a full circle of development.

      Every student comes into the school environment with unique emotions. Thus, it is essential to understand and see each student as a separate person with potential. This results in planning for the different learners by explaining and demonstrating in a variety of different ways. Then, by presenting the assignment, the students will have to problem-solve –to think. They will be encouraged to talk with others as they brainstorm, and they will be given open-ended answers when questions are asked. The students rearrange their thoughts as they begin and as they work.  After the art is produced, I will encourage students to speak or write about their art. Other students responses and rubrics will a provide feedback.
 

       The arts has been ingrained into my life. As a little girl, I was known as the drawer. My parents often signed me up for the afterschool art classes and summer programs, which expanded my knowledge of art at a very early age. At high school as I continued in art, I found joy and happiness. Afterwards, I entered Tennessee Technological University’s to obtain an Art Education degree. In addition to my studies, I studied abroad in France and spent my summers traveling in Europe. This expanded my view of different cultures, and I viewed wonderful European art. I have found a love for art and for sharing art.

  Because of my love for spreading the joy of art, I want to continue to grow as an art educator.  To grow in art, I plan to continue to travel to see art and experience different types of art. Also, I will continue to learn from my peers and students. Thus, I can grow as an art educator.