Teaching Philosophy

Lyndsey Basham, Art Educator

2014
I believe children should be able to explore their creativity freely within a safe environment.
Learning is a diverse process, so I set out to make my curriculum accessible to all students by designing
open ended lessons that encourage students to explore, rather than force them to conform. Physical and
mental modifications are made as necessary through IEPs and observation. I set out to make emotion and
self-understanding a core element of my curriculum. I intend to build upon the diversity a public
classroom provides, opening up experiences and cultures students may not be enriched by otherwise. We
study artists from a wide background of geographies and time periods. Many of these artists come from a
wild array of diverse backgrounds, offering opportunities for students to identify with and expand on.
This enrichment, of course, takes place under a safe, but disciplined environment. Above all, my
students will feel comfortable and respected in my care, as well as understand the value of respect for
their peers, their work, and their community. In my classroom, we operate under the assumption that
everyone is an artist. Creative risk takes precedence over skill level. Every action has a positive or
negative consequence, and this is enforced through my rules. Parent outreach is crucial for keeping
discipline problems minimal: I try to keep the lines of communication as open as possible, as no one
knows a child better than his or her guardians. We are a team in implementing what is best for the child.
Parents are made aware upfront at the beginning of the school year of my contact hours and email
address. I always try to start my connection with a parent, even if it is on a disciplinary occasion, with an
affirmation of their childs positive qualities.
Art holds a central place in education. Visual culture, identified as the way we interpret images
and symbols in our world, is an exceedingly important part of our society today. I believe children should
be able to use the arts to fully express and understand themselves, as well as social climate. Art in the
classroom is a pillar in teaching culture and history, and provides a springboard for my students to expand
on their own ideas and roots. Creation can be used as a platform for discussing opinion and rationalizing
thought. By helping students to understand history, students can better understand themselves and society
around them. Cross-curricular units are a must, as they provide real world context and elicit world
connections between core subjects. Technology helps immensely in bridging the gaps of what we know,
and what we want to learn. I view its many implements as opportunities to help my students become
adaptive problem solvers. While much of art is a very physical trade, the evolution of art is quickly
turning to the digital era. With the right resources, my students will be more than ready to step into the
new age.
As an art teacher, I seek to make a personal connection with each of my students, and help them
to find areas of art that interest them in order to develop their creativity. I want to create a sense of
belonging. Through my teaching, I will foster both personal and professional growth that will allow
students to carry creative thinking with them beyond the art room. My curriculum is centered heavily on
student identity and observation of their world, prompting students to draw much of their ideas from how
they feel, how they interact with the world, personal attributes, and their own culture. Above all, I want
my students to be critical thinkers, well-rounded individuals, and to have an opportunity to build self
esteem through recognizing their positive attributes. By opening their imaginations, I hope to help my
students see the world in a different light, one that shows them the beauty of the world we live in, and the
creative solutions to solve the problems that threaten it. In the creative mind of a child, anything is
possible.