Typhani Harris | December 2016

Assessing Your Practice

We have been taking a look at why we teach the arts and whether these philosophies align with our practice. With your valuable input, I was able to narrow down two schools of thought: Education of Art and Education of Artistry.  Now it is time to take a look at our lesson objectives and outcomes to assess if what we do in our practice is a complete reflection of our beliefs in teaching arts.

Today’s Assessment In Teaching Arts

It is so important to ensure our beliefs match our work, so today we have designed a checklist that you can use while creating your lessons to be sure that your philosophy remains in the forefront of all you do within the art classroom.  It is free to download and user-friendly.  Keep it close by as you compose lessons to be sure you are composing with your philosophy in mind.  It is also a great checklist to have a colleague use while observing your class during peer-to-peer coaching.  If you are not sure which philosophy you fall into, feel free to take the surveys from the past articles below.

The Education of Art vs Education of Artistry checklists are part of our Teacher locker.  Unlock the locker and let us know where to send your checklists.  Please let us know how the checklists work for you!

 Review of our Research Journey

In Arts Education: Philosophy vs Practice, we surveyed your general arts education philosophies in order to create two schools of thought.  Most philosophies recorded discussed the importance of teaching arts education as a means to help students, share their thoughts and feelings, live fuller lives, create their own definitions of beauty, think and feel for others, and believe in the impossible.  This helped to develop two distinct teaching arts education philosophies: Education in Art and Education in Artistry.

In Arts Philosophy in Practice, we introduced details of the two philosophies and encouraged you to choose the one that describes your philosophy best.  The Education of Art philosophy believes that the product is the determining factor of mastery and the Education of Artistry philosophy believes that the process is the determining factor of experience.  Neither is right nor wrong, just different approaches.  The results were split right down the middle.  Of our survey participants, 50% believe in the Education of Art and 50% believe in the Education of Artistry.  This is so exciting because art is such a personal experience and this truly shows the vast differences in how we share, encourage, and teach in the arts.

In Aligning Philosophy with Practice, we broke down the specifics of our teaching to determine if our initial philosophy choice (Education of Art or Education of Artistry) is practiced within our classrooms.  You can still take the survey here: Philosophy in Practice Survey

If you missed the articles leading up to this one, check them out here:

Arts Education: Philosophy vs Practice
Arts Philosophy in Practice
Aligning Philosophy with Practice

About the Author

Dr. Typhani Harris, author of Putting the Performance in Performance Task and Stop Teaching, brings over 2 decades of educational experience to The Institute. Originally a high school English Language Arts teacher, Dr. Harris transitioned into a dance educator who cultivated an award-winning collegiate style dance education program at a public school in California. Prior to joining the Institute, she was an educational leader and instructional coach specializing in preparing new teachers in secondary urban schools.  As the Executive Director of Academic Affairs, Dr. Harris maintains courses, conferences, and the accredited certification program at The Institute.