I am Erika Voss, an artist and prospective art teacher who lives on the south shore of Massachusetts. I hold a BFA in Art Education with a concentration in painting from the University of Massachusetts Dartmouth. My undergraduate career culminated with my student teaching practicum at Morton Middle School in Fall River, where I gained valuable teaching experience in an urban setting.Below you will find my teaching philosophy. If you explore the other pages of this website you will find my curriculum vita (or resume), samples of my artwork, lesson plans, and student's
artwork. Contact me at: [email protected]
Teaching Philosophy Close your eyes. Now open them. Lying within your vision are lines, shapes, forms, colors, and textures— the elements of art. Art surrounds us. It defines cultures. It speaks of our individuality, while simultaneously connecting us all. Particularly today, in our art-filled, visual culture, art education is of paramount importance because it enables students to understand themselves and their world. Judith Burton (2007) passionately claims that children’s art “tells us much about who they are” (vii). Not only does art inform students of their identity— it helps build it.
I truly believe art education helps students develop into self and globally aware people who possess a unique perception of the world. In my classroom, each student will create artwork that is an expression of his or her way of looking at the world and life (Eisner, 2002). There are endless ways of expressing an idea in art. Hence, I intend to act as a guide who can suggest a path to follow, but cannot give one path to all. All students are not reaching for the same ideal. I aim to improve each student’s artistic ability in accordance with that student’s unique perception. I believe that effective communication is essential to life. Humans constantly think, feel, and imagine. Therefore, language is necessary to communicate our thoughts. Art is a language; it is a system of codes one can use to convey an idea. The study and use of art fosters visual literacy— a vital tool in today’s increasingly visual culture. I will design my curriculum so that students become effective communicators. My classroom’s trusting atmosphere will encourage a “constant interplay of ideas about the ongoing work” (Lieberman, 1983, p.12). By questioning and listening to my students I will encourage them to discuss the ideas they are visually communicating in their artwork. Through my art curriculum I aspire to enrich human potential. I believe all students are capable of achieving artistic success. My lessons will provide students freedom to develop as creative individuals, and give them a multicultural perspective. All lessons will be rooted in measureable objectives and the Massachusetts Curriculum Frameworks. I will enable students to become visually literate, self-aware individuals who make their lives meaningful. References Burton, J. (2007). Forewords. In B. Gerber & D. Guay (Eds.), Reaching and teaching: students with special needs through art. (pp. vii). Reston, VA: NAEA. Eisner, E. (2002). The arts and the creation of mind. In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. Lieberman, B. (1983). Painting with words. Art Education, 36, 12-13. |