Victoria Tasch, Art
Teaching Philosophy
Learning is a lifelong process. I am an artist who is attracted to critical pedagogy as a way to live more fully. Listening to each other is an act of recognition. Communication is one of the largest skills learned and practiced in art class. Children not only learn to express their ideas to the world, but they listen, follow directions, work with others, and problem solve. The problem solving skills allow for personal growth. It is my goal to be sensitive in my classroom practices so that the ideal of education can be realized for everyone.
Art is a form of communication. As an art teacher I bring my passion for art and learning to the classroom. The classroom is never the same and my role as a facilitator is demanding. I want to help students express themselves, to draw on their personal experiences and watch them grow. I strive to find a way to connect with every child.
The goal of education is self-actualization. My educational philosophy is based on epistemology. Art is an opportunity to for self discovery and exploring the different ways of knowing based on divine revelation, experience, reason, intuition, logical analysis and authority. I enjoy giving students choices and I’m interested in what motivates children to learn.
I am particularly interested in building bridges between the classroom and what students experience in life. As bell hooks states, “Any classroom that employs a holistic model of learning will also be a place where teachers grow and are empowered by the process.” I choose to create interest and relevancy. Schools are a reflection of society so it’s important to establish that every individual has worth and art helps children to understand their world.
As a teacher/learner I do my best to facilitate the learning process for all students. I acknowledge all students and treat them with respect, I am challenged by student variability, but I use stressful moments as an opportunity for self-reflection. I share the joy that comes from knowing.
K4 Through Fifth Grade Curriculum
The elementary art curriculum provides a foundation for gaining knowledge and understanding of the visual arts. Emphasis is on cognitive, sensory, affective and motor development through the production of art and exploration of ideas. Studies of art from many cultures, periods and other areas of learning provide students with opportunities to attain appreciation of the role of art in contemporary society. The program enables students multiple means of communicating through visual language.
Middle School Curriculum
The middle school art curriculum provides a framework for investigation ideas and developing skills through a variety of media, processes and technology. Students will gain confidence in personal aesthetic viewpoints through the examination and judgment of philosophical and ethical questions encountered in the studies of the visual arts. A continued study of historical and cultural contexts offer students an insight into the role of the visual arts in human achievement.
Teaching Philosophy
Learning is a lifelong process. I am an artist who is attracted to critical pedagogy as a way to live more fully. Listening to each other is an act of recognition. Communication is one of the largest skills learned and practiced in art class. Children not only learn to express their ideas to the world, but they listen, follow directions, work with others, and problem solve. The problem solving skills allow for personal growth. It is my goal to be sensitive in my classroom practices so that the ideal of education can be realized for everyone.
Art is a form of communication. As an art teacher I bring my passion for art and learning to the classroom. The classroom is never the same and my role as a facilitator is demanding. I want to help students express themselves, to draw on their personal experiences and watch them grow. I strive to find a way to connect with every child.
The goal of education is self-actualization. My educational philosophy is based on epistemology. Art is an opportunity to for self discovery and exploring the different ways of knowing based on divine revelation, experience, reason, intuition, logical analysis and authority. I enjoy giving students choices and I’m interested in what motivates children to learn.
I am particularly interested in building bridges between the classroom and what students experience in life. As bell hooks states, “Any classroom that employs a holistic model of learning will also be a place where teachers grow and are empowered by the process.” I choose to create interest and relevancy. Schools are a reflection of society so it’s important to establish that every individual has worth and art helps children to understand their world.
As a teacher/learner I do my best to facilitate the learning process for all students. I acknowledge all students and treat them with respect, I am challenged by student variability, but I use stressful moments as an opportunity for self-reflection. I share the joy that comes from knowing.
K4 Through Fifth Grade Curriculum
The elementary art curriculum provides a foundation for gaining knowledge and understanding of the visual arts. Emphasis is on cognitive, sensory, affective and motor development through the production of art and exploration of ideas. Studies of art from many cultures, periods and other areas of learning provide students with opportunities to attain appreciation of the role of art in contemporary society. The program enables students multiple means of communicating through visual language.
Middle School Curriculum
The middle school art curriculum provides a framework for investigation ideas and developing skills through a variety of media, processes and technology. Students will gain confidence in personal aesthetic viewpoints through the examination and judgment of philosophical and ethical questions encountered in the studies of the visual arts. A continued study of historical and cultural contexts offer students an insight into the role of the visual arts in human achievement.
