Bringing it Together

           Students learn in many different ways. We can not expect every student to retain information and grasp concepts the same way as their peers. We should be teaching in a student based learning environment in which each student has the opportunity to learn in the manner that works best for them individually. Continue reading


Growth Mindset

      Students that have a fixed mindset limit themselves in their learning process. They try to hide mistakes, become defensive when wrong, give up quickly if they do not understand, and often avoid challenges. A student with a fixed mindset thinks that intelligence can’t be changed – people are only good at things they are born good at. They ignore constructive criticism and are threatened by others success. The fixed mindset student does not take chances on learning new information for fear of failure. I feel like these students are missing out on a huge part of learning. We, as learners, often need to fail in order to succeed. Continue reading

Color Theory With Tables and UbD


        “I found I could say things with color

and shapes that I couldn’t say any

other way –

things I had no words for.”

                                                                  ~Georgia O’Keeffe

         After much confusion and a few anxiety attacks I have completed a 3 column table using templates for course planning included in Fink’s 3 column table and an  Understanding by Design (UbD) model using the one page template from Wiggins and  McTighes’ book Understanding by Design. I will share how I feel about the two.

        After trial and error I finally used the 3 column table to create a set of goals that stretches over the entire year of my Art I course. I began with a Big Hairy Audacious Goal (BHAG) that is broad and attainable for my students then I created outcomes that would prove the students knew what was expected of them and could attain the goals.  Continue reading

Aligning Outcomes, Assessment and Activities

          I am a constructivist teacher, therefore I give my students an opportunity to be constructivist learners while in my class. I want to give my students a learning environment in which they experience hands-on projects, have access to all tools necessary to complete a project, and are allowed to put their personal philosophy and feelings into their work.

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Learning Philosophy


             I am very passionate about art. I love producing art, teaching art, seeing the way art is evolving in education, and learning about art. Being primarily a constructivist art teacher, I allow my students a large amount of freedom to create their work. I encourage them to complete their assignments how they want to, not how I want them done, or how I would do it. I introduce techniques and practices to them and I let them go with it. This learning environment has worked out very well for me and my students over the years.  Continue reading