Teaching Philiosphy | reneesilva

Contemporary Curriculum

Relevant, choice-based projects that provoke meaning and student voice
Opening up the understanding of art with Principles of Contemporary Art, such as elements of hybridity, globalization, movement, time, performance, process, polarization, representation, and narrative
Inclusive and experimental approaches based on rigor and problem-solving that enables students to build and sustain an art practice fueled by their own identities and reflections
Space for joy and play for Social Emotional Learning and safety for risk-taking

Open-ended and identity -based work that celebrates student culture and experience
Approaches deconstructing the art curriculum with a wider lens that expands beyond dominant culture and is inclusive to a post-colonial, indigenous perspective in order for all students to thrive
Communicates information via many modes: verbally, visually, digitally on canvas, as well as allowing for group work
Student-centered systems to empower students with more agency everyday in the space
Expose students to many kinds of art and the many lens we may value art through

Questioning the many purposes and kinds of art by analyzing artists and artworks in group discussions
Engaging with community within and outside the classroom with public, activist, or socially engaged art
Students experience how their work can be expanded through collaboration
Full class projects where students communicate and problem-solve on something together
Building a safe space for students to explore their identities while learning new perspectives

Multiple formats for student and instructor feedback - large group, small group, written, and through a variety of looking and thinking prompts
Use of Critical Response Process for student-centered critique that offers clear and productive structure while eliminating bias
Students take inspiration from one another, connect on interests, share techniques, and offer feedback

Student receives peer grading as well as instructor feedback
Self-grading promotes student reflection using a series of prompts and questions inclusive of process and failure that help determine where on the rubric the work falls
Maintain high bar of quality of work, effort, experimentation and craft
Students conclude class with presentation of how their thinking has changed, how they've grown, and how they would like to apply skills in the future