Rocio N.

Learning and teaching, to me, should be holistic. I believe that students need to have contact with real-world experiences and develop personal connections with the topics they encounter in their studies. I would be happy to offer advice in pursuing any artistic medium and even invite professional artists to share their tips and tricks. Developing an art practice is very individual and may require exploration outside the curriculum. In that respect, I am ready to encourage students to engage their out-of-school curiosities in a meaningful way and incorporate it into their individual IB learner profiles.

In the first session, the information I would need is the student's curriculum, i.e., the teaching plan they are meant to follow. I will also need to know if there is anything specific that the student may need help with, e.g., trying out a new medium, theoretical and contextual knowledge, application of subject-specific language, etc. I would then fill possible gaps in their curriculum and supplement their courses with lessons tailored to their art-making practice.

Learning visual art is deeply embedded in one's individual artistic "gesture." Because art can be so subjective and personal, a student's journey in the art should not be led but guided, and the most motivating way for students to develop an independent streak is to validate and encourage their interests, no matter how niche.

Visual Art is excellent because it forces its students to be curious and open-minded. Among students, the excitement of having creative freedom is already incredibly motivating. However, I find students reach their highest learning point when they realize that motivation is entirely different from discipline and consistency. Visual Art can honestly be debilitating and frustrating for young artists, but the students I have taught have been so bright that there is no way they cannot handle it, and I must let them know that I trust in their process. A lot of the time, seeing progress in your work is a key motivator, but that can only come from the students' will to learn and discover. This is why I keep an atmosphere of enthusiasm and curiosity in the classroom, and I ALWAYS listen to my students' concerns.

If a student has difficulty learning a skill or concept, the current learning strategies they are being presented with or are using are not suitable for them. By that time, I will have learned enough about the student that I can tailor a lesson specifically to how they learn and consume concepts best. Usually, though, simplified "cheat" sheets such as summaries, charts, tables, etc., typically function fabulously as a starting point.

Point out their progress! Reassurance is so relieving and motivating.

I would ask them to apply what they just learned in their work -- since I teach Visual Arts, I would ask them to include their progress in understanding material as part of their process portfolio. Their learning will be documented, AND it will support their artistic research!

I always use visual learning guides - charts, images, videos, etc.