Elementary Art

Grounded in our department philosophy to enable students to grow as creative thinkers and authentic artists, our instructional approach (based on the TAB: Teaching Artistic Behaviors model) centers around giving students choice to pursue their own work.  Through the Studio Habits of Mind, students learn the process of creating art and being a member of an artistic community.  Through this approach, students are empowered to work as true artists, set their own goals, and pursue meaningful learning.

Elementary Visual Arts Staff

Nicole Goodrow  Mt. Kisco Elementary School

Kids are artists so let’s give them the space to create! My goal as an art educator is to make sure all of my students have a safe, welcoming, energetic, all inclusive art studio where they have full ownership over their artist process. Here at MKES your students will have the opportunity to experience all different types of art mediums such as drawing, painting, collage, sculpture, printmaking, fiber arts, and clay! Along with these different mediums your students will engage in studio habits of mind. There are 8 studio habits:

• Engage & persist
• Express 
• Develop Craft 
• Stretch & explore
• Observe
• Envision
• Understanding Art Communities 
• Reflect 

Each of these habits are an important part of having your students move into independence as an artist! The art studio is the home where TAB “Teaching for Artistic Behavior” comes to life with your students and where their growth as an artist thrives!

Julianna Ferreira, Pound Ridge Elementary School and Mt. Kisco Elementary School

All my life I have had a passion for the arts. Throughout childhood and into adulthood it has played a pivotal role in how I navigate and see the world. This never ending curiosity and passion for learning sparked my interest in sharing my passion for art with young learners through teaching. I aim to mentor students who will become lifelong learners by creating meaningful learning activities that provide multiple opportunities for student choice. As an art educator, it is my goal to guide students to realize their own unique skills, abilities and understanding of art and the world around us. As well as, assisting them to develop important skills that will transfer to experiences outside of the classroom. Teaching for artistic behavior is an instructional model that closely aligns with my personal philosophy of education and I believe encourages students to interact with art that is relevant to their personal interests and lives outside of the classroom. 

In my own artistic practice I am constantly trying new things, learning more, and experimenting with materials and ideas.

Sarah Gilchrist,  Bedford Hills Elementary School

My love for art and instilling a sense of creativity and wonder in children, made teaching art a perfect fit for me. It is wonderful to gain a window and perspective into how kids see and make sense of the world. To be able to help them find their voice through the arts is truly rewarding. I believe that teaching choice helps us get back to our roots. One of the first things we do as human beings is to make marks and draw, before we learn how to write. It is our first communication medium. Choice allows children to create and communicate authentically instead of simply mimicking what adults think children should express. Providing choice for our students allows for more creative ownership, giving them the skills to direct and value their own learning experiences.

Madalyn Grano,  Bedford Villiage Elementary School

My interest in art came from growing up watching my mom, who was an artist making oil paintings, doing black and white photography and creating stained glass pieces. Seeing her being creative definitely influenced my own love of “making things.”  Since becoming an art teacher I have always felt that despite what graduate school taught us, there were a lot of constraints on kids with same-looking projects being produced and strict guidelines to follow. There didn’t seem to be much room for young students to express their own creativity. Of course I recognized the merit in students acquiring skills and learning new information. But there was also a struggle to get all students engaged and motivated to make art.

After 9 years of teaching in a “recipe” sort of style where everyone was creating basically different versions of the same thing, I was feeling quite empty and disillusioned about what being an art teacher had become for me.  One spring however, at the NYSATA art symposium in New Paltz, I encountered a workshop about TAB (Teaching for Artistic Behavior). This was an epiphany! It made so much sense! Teaching students to think and work like ARTISTS;  investing their own interests and ideas into their work instead of the step-by-step version of art-making I had been taught to follow; giving kids CHOICES of what they wanted to make...what a concept! I implemented TAB into my classroom as soon as I could after that.  Since then my students are happy, engaged, and eager to get working when they come to class. What has also been great about teaching kids to behave like artists is that I have the opportunity to get to know them as the little (and big!) people that they are! Their individual personalities emerge as their art pieces evolve and grow. My goal is no longer to teach art, but to make artists.

In my own art making, I gravitate toward 3-D sculpture including paper, plastic, clay and glass. I am always collecting things that I just know I will find a creative use for in the future! Visiting galleries, local art exhibits and museums are my favorite way to gain new insights and inspiration, although there are also amazing online resources that lend ideas as well.

Eleana Sipowicz, West Patent Elementary School

My role as the art educator is to provide a safe and welcoming learning environment where each child feels supported to express themselves creatively.  

The emphasis of the art in my classroom is to:

• Inspire creativity and innovative thinking

• Promote problem solving and perseverance

• Make connections personally and across disciplines

• Foster independence and build community

• Celebrate each child’s unique voice

• Develop self-esteem and self-awareness

• Look at and discuss a variety of art work

• Promote a foundation for understanding, creating and valuing art

• Instill a lifetime love of learning

In the Art Studio students actively engage in the art making process through a creative and choice-based curriculum. Students are encouraged to explore a variety of materials and creative processes, during their time at West Patent including: Painting, Drawing, Collage, Clay, Sculpture, Construction, Printmaking, Fiber Arts, Earth Art and Crafts.

 

Riley Schoales, Mt. Kisco Elementary School and Fox Lane Middle School