Mandy Mahaffey • Teaching Philosophy

I have wanted to be a teacher for as long as I can remember; from playing school with my little sister, (back then I was motivated by stickers and giving fake tests), to crying on snow days because I dreaded missing school. From an early age I enjoyed the excitement of learning new concepts and sharing those ideas with others. In high school, I was finally able to choose my elective classes. I fell in love with art after just one drawing class.  I was impressed by the passion of my teachers and was in awe of how they could not only create intricate works of art but could also break down the processes and effortlessly explain it. Through their instruction and guidance I discovered a new language that helped me express what I wanted to say more fully than I could by speaking or writing. After teaching for over a decade in secondary education I have developed several strategies to break down art making for my students so that they can also learn to speak visually.

I believe that art is a visual language that can be used bridge the communication gap between cultures and ages where words fall short. Visual Art provides an alternative way of processing the world, one not found in math equations or history dates. Art give students the tools for personal exploration and expressing emotions productively.  Moreover, art provides diverse instructional formats and encourages alternative learning styles. For many students who struggle with traditional academics classes, visual arts provide a place for them to experience success.

By creating lessons that focus on formative guided practice, exploration of materials and  clear learning targets, students can begin to broaden their visual language. By teaching at a 6-8 and now a 6-12 grade level school I have had the honor of being able to watch students grow, develop their own conceptual interests and visual style each year. I have developed a curriculum accessible for beginning artists but challenging for advanced artists.  As an introduction, my courses start by breaking down the Elements and Principles of Art and Design. I use the analogy of a chef in the kitchen; the Elements are like the ingredients and Principles the flavors of the food. Once my students learn what the ingredients and flavors are they can begin to create their own dishes and meals. By breaking art making down to the formal structures it becomes more accessible to intimidated students.

Subsequent projects start with a prompt, target or problem to introduce a new concept. Next I will typically demonstrate an ideation strategies, (sketches, questions or prompts, word/image/mind maps, “think-pair-share”), to get their thoughts translated into how their solutions and ideas can be expressed visually.

Students in my classes are often asked to experiment with new materials to see if the visual message can be exemplified or altered with the application of the material. Through self-guided exploration followed by guided practice students are able investigate and develop these new materials and processes.  When they have completed this formative work they can now apply these new techniques, materials or processes to a summative final piece to demonstrate their learning.

One of the most valuable educational strategies I have learned to implement in my classroom is the use of in-progress critiques, revision and reflection. This was introduced to me  Harborside Academy and follows the Expeditionary Learning core practices. By using feedback through in-progress critiques and revision, the enormity of failure diminishes. By participating in these protocols students develop determination and complete more refined final pieces. Students are also asked to reflect on the pieces they have created. This helps to articulate their process and critical thinking and is another way I can assess what they have accomplished.

As a visual arts educator, I have the ability show them how to use the tools, teach them visual language and provide an environment to explore their own ideas. In return I get to feel connected to world and energized by their new ideas. I am constantly challenged to break down complex concepts and search for innovative art making methods. My students make me laugh and encourage me to continue to make as well as think about art on a daily basis.