Angela Buer's Teaching Philosophy and Objectives

Teaching is important to me because both teaching and learning are the bases for the success of any modern (or past) society. With art, an interdisciplinary approach can be accomplished from Geography to Algebra, History to Foreign Language, Civics to Anthropology. Art is a discipline which can be used thematically or singularly to promote the learning of all subjects. Art is also a subject that can be a positive multicultural foundation for today’s world.

My objectives, as a teacher, include: creating a foundation of relevant terms, skills and techniques applicable to various mediums; and integrating a multiculturally balanced view within an art historical curriculum. Utilizing methods that are necessary to facilitate development and research by both teacher and student and can provide a learning environment, are my main objectives. I am always searching for those teaching moments within the curriculum and the classroom.

To reach these objectives, I feel these methods will be successful: by engaging the students to “think” about a specific piece or period initially in general then specific terms; and through open discussion about each culture, period, style or artist as well as utilizing visual aids, computer graphics and texts. Testing and free writing also help to evaluate what methods are going to better serve the students. In studio applications, an introduction of basic elements and techniques will provide the foundation to expand their creativity, however, I believe there is a freedom that needs to be allowed within a studio curriculum. As a teacher, I wish to be a reference, rather than a guide.

I measure the success of my methods by the discussion of art history inside and outside the classroom. Students exhibit comprehension based upon their vocabulary and accuracy of terms discussed and use of said terms and vocabulary. Understanding is also assessed by identification of slides, artists and styles in art history as well as dialogue between students when discussing relative subjects. Demonstrated knowledge will be shown via tests and written work, but true understanding comes from processing the information in an informal manner - relating the knowledge to each student's experience. Student’s participation in studio activities, including class critiques, and a visual comprehension exhibited by their work also gives light into each individual student's measure of success. However, the biggest measure of effectiveness is through processing what has been taught with the students as it relates to their lives. This is the most useful tool, as this is a teacher’s gauge for their students’ comprehension.

I believe there is a way to connect each discipline through art education. I also feel that each student learns as differently as each instructor teaches, therefore not one singular method is 100% successful. A successful teacher employs various processing and evaluation methods (pedagogies, if you will) to reach all the students they can. The one belief I do have, which may be utopian, is that through knowledge and art education, there can be a diverse appreciation, or at least acknowledgement of each culture’s values and history.

There are many reasons why I want to be a teacher. The quote, “Those who cannot do, teach,” does not apply to me. I wish to impart that to my students. You can do anything, you can learn anything, and there should be no obstacle one cannot conquer or master. Belief in oneself cannot be taught, but to nurture a student’s passion and encourage their success is a way to establish that belief.