Visual Art

Ms. Becky Miller

My goal as an art educator is to help students develop the ability to see like an artist and to think like an artist.  Students are exposed to visual images, art history, art vocabulary, visual literacy, and age appropriate yet challenging art assignments, so that they can develop successful problem solving skills, their imaginations, and positive attitudes towards themselves, others, and their community.  Though the arts we strive to acquire acceptance of different cultures, all while making connections to the larger world.

“The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.” Elliot Eisner

I care deeply about the well-being of young children and the exciting role that art education can play in their academic, emotional, and social development. I strive to create a supportive classroom environment where each student feels safe, engaged, and valued. It is important to me to work with each child to encourage him or her to build on successes, developing confidence and engagement with the arts. I want to help students develop their art-making skills, as well as the ability to talk about their work and others’ work using art vocabulary and concepts. I believe that art also provides students the chance to respect diversity and value others’ voices; to recognize that often there is not one right answer, but various perspectives and ways to problem-solve through creativity and self-expression.

Mr. Richard Russey

Philosophy of Visual Art Education At its most basic and essential level Visual Art Education is several important things: 1) Visual Literacy – understanding how the visual world of lines, shapes, and colors create patterns, symbols, and full images that surround us everyday, and that we can create; 2) Cultural Awareness — raising awareness and knowledge about the vast diversity of cultures in the world (and here at Carlin Springs!) which have contributed to the rich history of art, thus understanding different points of view and beliefs; and 3) Interdisciplinary Content Integration — art relates to every content area of the Core Curriculum, from Reading, to Science, to Math, and Social Studies, and more. Making the connections between art and other content areas is particularly useful and important for many students to understand their school work in its sense as a “bigger picture.” Of course, rounding out all of this is the pure JOY that  students experience when interacting with a wide variety of art materials, from crayons, to markers and pencils, and from paint to paper mache and ceramic sculpture.