Academy and Private Art Teaching
Academy and Private Art Teaching
Intention
As an advocate of creative thinking coupled with the experience of learning the importance of art integration in early childhood curriculum, I understand the cognitive and social benefits of art-making for people of young ages.
As an advocate of creative thinking coupled with the experience of learning the importance of art integration in early childhood curriculum, I understand the cognitive and social benefits of art-making for people of young ages.
As an advocate of creative thinking coupled with the experience of learning the importance of art integration in early childhood curriculum, I understand the cognitive and social benefits of art-making for people of young ages.
Case Study
The students get to learn about art from either classroom (public schools, private academies) or workshop (one-off sessions) settings. I approach art teaching with a collaborative mindset—facilitating ideas with students rather than doing it solely in an informative and instructional way.
For the lesson on value-shading (one of the elements of art), students firstly learnt how to practice on creating the illusion of light and shadows on basic shapes, and proceeded to acquire creative thinking skills that allow them to apply the shading technique on compositions made through learning prompts.
The students get to learn about art from either classroom (public schools, private academies) or workshop (one-off sessions) settings. I approach art teaching with a collaborative mindset—facilitating ideas with students rather than doing it solely in an informative and instructional way.
For the lesson on value-shading (one of the elements of art), students firstly learnt how to practice on creating the illusion of light and shadows on basic shapes, and proceeded to acquire creative thinking skills that allow them to apply the shading technique on compositions made through learning prompts.
The students get to learn about art from either classroom (public schools, private academies) or workshop (one-off sessions) settings. I approach art teaching with a collaborative mindset—facilitating ideas with students rather than doing it solely in an informative and instructional way.
For the lesson on value-shading (one of the elements of art), students firstly learnt how to practice on creating the illusion of light and shadows on basic shapes, and proceeded to acquire creative thinking skills that allow them to apply the shading technique on compositions made through learning prompts.
Process
The lessons usually start off inquisitive or informative—setting the context for the art process. Being design-trained, my teaching incorporates design thinking frameworks that can help provide relevance in the real-world.
I provide a process-oriented workflow as doing art to me, is a culmination of decisions and non-linear perspectives that inform both the artist and the art. Most importantly, the art process needs to be fun.
The lessons usually start off inquisitive or informative—setting the context for the art process. Being design-trained, my teaching incorporates design thinking frameworks that can help provide relevance in the real-world.
I provide a process-oriented workflow as doing art to me, is a culmination of decisions and non-linear perspectives that inform both the artist and the art. Most importantly, the art process needs to be fun.
The lessons usually start off inquisitive or informative—setting the context for the art process. Being design-trained, my teaching incorporates design thinking frameworks that can help provide relevance in the real-world.
I provide a process-oriented workflow as doing art to me, is a culmination of decisions and non-linear perspectives that inform both the artist and the art. Most importantly, the art process needs to be fun.
