Philosophy of Teaching: An Existentialist Approach

Endless jars of Elmers Glue surrounded me as colorful specks of glitter rained through

my hands. Sheets upon sheets of construction paper were laid out and markers and crayons

sprinkled the table. This hour of creativity is what I looked forward to every day at school: art

class; a time to unwind and express myself. Starting as far back as elementary school for me, my

art teacher, Mrs. Hyser, was there to help and encourage us every step of the way and no project

was ever too messy or unmanageable for her to administer. Not realizing it back then, her strong

influence would later lead me down the path of art education and back into the classroom.

Ensuring that current and future generations learn the importance of art in our society is one of

the reasons I am pursuing a career in the field of education. The future of our world is largely

dependent on todays generation and of course, generations to come. Preparing these generations

for a more abstract world in which creativity through the arts is admired, cultivated, and

encouraged is essential. Art education largely benefits our society and further prepares us for a

more creative environment, whereby each individual contributes his or her own originality. My

goals for my students include instilling and teaching a firm knowledge of the arts, providing an

imaginative outlet, and establishing an allowance of self-direction in the classroom for my

students to utilize. One educational philosophy in particular, existentialism, expands the

students personal identity and development, further creating a community of unique and self-

aware students. Consequently, I feel it is my job as an art educator to act as a guide for my

students to employ in determining various paths that cater to each individual students learning

and creative needs.

My planning, instruction, and assessment is diversified to meet the needs of all of my

students and within this diversification, existentialism theory is acutely utilized. Acting as a

guide or facilitator, I assist my students in becoming aware of their own unique individuality.
This awareness and expression will not be achieved by simply addressing the basic elements and

principles of art and design in my class, but by transcending these basics. Although these are

resourceful to my students, the philosophy of perennialism is not one which I lean on. My

students will not be able to see their full potential if their achievements are only strictly measured

or standardized. The content taught in my classroom does not rely on a single set of uniform

learning outcomes, but is instead tailored towards each specific student. We lay out the direction

and parameters that are best-suited for him or her to grow as an artist.

In order for each student to achieve his or her goals for their direction, my teaching

strategies need to be flexible. I do not create a rigid learning environment, but instead strive to

create the opposite. It is my vision to construct the most ideal and inviting classroom setting that

I possibly can so that my students can produce their own work without feeling restrained by

sweeping, identical guidelines. Furthermore, my teaching strategies consist of instructing and

assessing that each student has mastered the basic skills necessary in order to move on to more

individually-geared courses of study. Once mastery of the basic skills has been achieved, the

students move forward with their own plans and goals, with myself as a resource; not the keeper

of knowledge. Additionally, community is formulated through group discussion, activity, and

collaboration. It is my intention to help each one of my students to find their own passion and

artistic voice and to foster their unique, individual strengths.

By nurturing each students strengths as an individual and not merely a number, I assume

the role of facilitator and guide to my students. It is the students responsibility to choose and

implement their own direction, further promoting his or her own preference as an artist. The

student is responsible for fostering and growing a signature artistic style and originality, whereby

the student decides his or her own truth and strives to reach that truth through art.
 Like my very first art teacher, Mrs. Hyser, it is my objective as an art educator to foster

artistic sensibility, individual focus, and original direction in each of my students. The

educational philosophy, existentialism, showcases all of the strategies which I use as a teacher,

as well as the objectives I have for myself, and for my students. My classes are free to further

explore their own interests, skills, and strengths, therefore growing as individuals and cultivating

creative courage. By using existentialism theory in my teaching methods, I help my students in

contributing to not only the artistic world, but also to our society as a whole.