A brief statement for a philosophy as an art educator.
As an art educator, my philosophy's three cores are acceptance, innovation, and vision-making through art. In Professor Sir Ken Robbin's lecture, I found the basis for the solution: "The real driver of creativity is an appetite for discovery and a passion for the work itself."
As an artist, I constantly ask myself questions and get answers. The process is like burning firewood. To keep the wood fire continually burning, you must get a wooden slat, split it, and light it daily. In other words, to become a true artist, you must continuously create motivation and passion without being frustrated. The process itself can be summed up in creativity, which has long been an emphasis of educators.
The trigger of my concepts comes from the experience of infusion education systems like the theory of banking education by Paulo Freire. For example, my music teacher was prestigious from a good college, but her coercive and authoritative schooling completely pulled me away from music. Through the experience, I became convinced that creativity, philosophy, and love for students are more critical than an educator's authority, degree, academic background, and ability while receiving education. Primarily as an immigrant, I have found that what is more dangerous than linguistic, cultural, and emotional barriers is being easily frustrated in the face of these barriers. Art has the flexibility to break the obstacles in one shot. Because art is to break out of its solid and petty frame, I have been trying to break my mold, and I am confident I am still doing it. In particular, it can hint at students from immigrants in the same situation. When I had my first exhibition in Germany, immigrant women expressed gratitude that they felt hope in my case. I am fortunate because the tool was art. Therefore, as an educator, I want my students to be able to move forward, breaking down their limitations and frameworks little by little, just like me. In that sense, we need innovation that recognizes differences, is proud of them, and breaks prejudice. As Jessica Hoffmann Davis announced on why our schools need the Arts, she identified the core outputs of art education as forms of art are a promotion of creativity, an expression of emotion, and a delivery tool for understanding, respecting, and interacting with others.
In summary, based on creativity, art understands and acknowledges the differences between each other and learns how to express one's feelings and thoughts in this ambiguity. As an immigrant, her theory helped me to orient how I can teach students of immigrant origin. As an extension, it is not just an immigrant but also expands it and shows a vision of how to bring together students with different personalities, such as thoughts, emotions, cultures, and languages, and move forward into a vast world.
Therefore, a genuine art educator must be a true artist, deeply understand the essence of art, have broken the frame of one's own through art, and have the experience to change and create a new vision through art.
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Myungja Anna Koh