Ann Arbor, MI 48103
(734)994-1934
Bill Harris, Principal
harrisw@aaps.k12.mi.us
My philosophy of Art Education is to develop young critical thinkers through a Discipline-Based Art Education. Young artists have opportunities to produce art, explore art history, develop an aesthetic awareness, learn positive critique methods to make evaluative decisions, and infuse 21st century and life skills to become worldwide global thinkers and learners.
What does this mean?
I believe Art is a process-oriented experience that is not limited to just the production of art work. Art is a process that includes many facets for students to make connections. I believe in a student-centered classroom where students learn from one another as well as the teacher, where the environment is comfortable, safe, trusting, mutually respectful, and diverse.
Students develop critical thinking skills through teaching strategies using Bloom’s Taxonomy (Creativity/synthesis, evaluation, analysis, application, comprehension, and knowledge), 21st Century skills, and life skills. Students need experiences and thorough understandings of the two-dimension, three-dimension, and of the abstract. I believe it is important for students to develop and strengthen their cognitive skills but also their social skills. As students make these connections and the connections between Art, the Arts (Music, Performing Arts, Dance, and the Visual Arts), the Core Curriculum and Real Life they begin to lay the groundwork needed for global thinking. It is this global thinking that is and will be necessary to meet the demanding needs in future economies.
Student projects and learning include process-oriented activities in a student-centered classroom that engage student thinking. Activities are designed and chosen to help strengthen student self-evaluation and self-reflection skills as well as skill development. I believe this helps students build upon strengths, improve weaknesses, and transfer learning to other situations, learning environments, and disciplines.
My style of teaching reflects and recognizes that all students learn differently and are or may be at different skill levels. Through student and teacher conversation (a type of subjective assessment method), including rubrics (a type of objective assessment method) and various other assessment stategies, students have opportunities to recognize areas for immediate improvement and act upon it. Each student connects in their own way and may need differing learning opportunities so all students can be successful learners.
