Hello, my name is Lauren Ahn.

Lauren Ahn is an art educator with her Master of Arts in Teaching (MAT) in Art Education from George Mason University. She has received her Bachelor of Fine Arts (BFA) in Computer Art, Computer Animation and Visual Effects at the School of Visual Arts.

Teaching Philosophy

Hetland et al. (2013) state, “The arts are another way of knowing the world.” I believe that art offers students a way to see the world through a different lens. In order to see the world through this lens, students must be able to observe, interpret, communicate, and explore. Through the artmaking process, I aim to equip my students with skills, such as critical thinking, problem-solving, inquiry, and reflection. Research by Hetland et al. (2013) supports that the arts foster eight “Studio Habits of Mind”—observing, envisioning, reflecting, expressing, exploring, engaging and persisting, and understanding art worlds. These dispositions are used in all academic disciplines and daily life. I want to encourage my students to see that interdisciplinary connections and collaborations reflect life outside of school and recognize that what they learn in the art classroom is relevant and applicable to everyday life.

Davis (2012) states that “[t]he arts awaken possibilities in student thinking that liberate heart and mind and, most importantly, assert one’s personal potential, agency, or power.” Art can empower students by allowing them to express their emotions and enable them to know that their thoughts and emotions matter. Therefore, the art classroom must be a safe place for students to take risks, question, and explore different possibilities. Artmaking should also be meaningful and allow students to stretch, explore, and discover. I want to encourage students to build confidence and a healthy self-esteem through their artmaking process. While it is important for students to find their voice, it is equally crucial for them to develop empathy and recognize that other people’s emotions are valid and matter as well. Through expression and empathy, students are able to shape their personal identities and recognize that they are vital in being a part of a community (Davis, 2012). Respect for self and others is key.

As an artist and art educator, it is important to practice my own art to guide my teaching. It is important to show my students that I am a practicing artist and to share my process with them. I want to demonstrate that I am a lifelong learner and that sometimes failure is a part of the learning process. Mistakes should not be viewed as a dead end, but rather viewed as an opportunity to feed forward to a new or revised direction (Davis, 2012). While I must represent myself as an artist, it is also my intention to expose students to a variety of artworks and artists. By exposing students to different types of artworks and artists, my hope is for them to develop an appreciation for the arts and be inspired to find their own voice.

I am aware that my students come from many different backgrounds and that they all learn differently. Therefore, it is essential that I practice a student-centered approach through Differentiated Instruction (Fountain, 2014). I must reflect inclusive and culturally responsive teaching to acknowledge diversity. As we discuss different artists and cultures, students must also be reminded that visual culture and stereotypical representations should not be taken for face value. It is crucial that students build awareness for what is perceived, and that visual culture is there for our interpretation and discernment (Davis, 2012).

I believe all students should have the opportunity to learn how to observe, interpret, inquire, create, express, and explore during the artmaking process. My hope is that students are able to use these art skills to gather information, apply their learning to life outside of the classroom, and use them as a tool to guide their thinking and understanding of themselves and of the world around them.