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...MY PHILOSOPHY...
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Why do students need art?Teaching children art has little to do with teaching children to become master artists, and far more to do with teaching thinkers who will resolve problems with creative solutions, approaching issues with a different way of looking, investigating, experimenting and understanding.
Fluency in the arts teaches skills that extend far beyond pencils and paints. Art ignites creative thinking, exploration, collaboration, focus, expression, and self-awareness. In the Art Room, there are future scientists and engineers waiting to explore, invent, and discover fearlessly and creatively. There are future doctors and researchers who will refine their skills in looking deeper, venturing outside of the box and ask more questions, potentially leading to previously undiscovered answers. There are future writers, historians, and teachers who will have a greater understanding of their history, and the significance of making connections to others, both past and present. There are future architects and city planners who will examine every angle, and come up with the best solutions for the communities in which we live and work. There are future archaeologists and astronauts who will explore and discover ancient and new worlds, seeing beyond the boundaries and limitations of the current physical space. These are the students in the art room. Wait until you see what our future can dream up! |
...and who is this Art teacher who wants to teach science?...
I grew up in a home with a Doctor and an Artist. My informal education was made up of doing 'rounds' at the hospital, watching more stitches than I can count being sewn into a forehead or a chin, and an overall fascination with the way the scientific world works.
When I had time off from my 5-year-old medical education, I found myself painting, doodling and becoming a 'maker' alongside groups of local artists and sculptors in my mom’s art spaces.
In science class, I doodled and drew pictures of the chemical elements to remember them for a test. In art, I was fascinated with the concept of perspective and proportion being based on mathematical equations, and the chemical combinations of various paints and materials for achieving diverse effects.
I started college intending to pursue medicine. After a summer abroad studying Art History and Literature at Cambridge, I came home to pursue a Fine Arts degree, and haven’t looked back.
I'm the whole of two fairly distinct halves...my telescope sits next to my easel. I haven't had to choose one direction over another...I've found a space where I can have both.
Art is everywhere, in everything. I explore the scientific world through art, and see the world of art in science. There can be no disconnect between the two.
"The greatest scientists are always artists as well." -Albert Einstein
When I had time off from my 5-year-old medical education, I found myself painting, doodling and becoming a 'maker' alongside groups of local artists and sculptors in my mom’s art spaces.
In science class, I doodled and drew pictures of the chemical elements to remember them for a test. In art, I was fascinated with the concept of perspective and proportion being based on mathematical equations, and the chemical combinations of various paints and materials for achieving diverse effects.
I started college intending to pursue medicine. After a summer abroad studying Art History and Literature at Cambridge, I came home to pursue a Fine Arts degree, and haven’t looked back.
I'm the whole of two fairly distinct halves...my telescope sits next to my easel. I haven't had to choose one direction over another...I've found a space where I can have both.
Art is everywhere, in everything. I explore the scientific world through art, and see the world of art in science. There can be no disconnect between the two.
"The greatest scientists are always artists as well." -Albert Einstein