Art Class: A Playground for Problem Solving

Art Class: A Playground for Problem Solving

​Art classes are truly dynamic and vibrant environments. Unpredictable situations occur in every class, and students with diverse backgrounds and abilities learn in different ways by reacting to them. Therefore, teachers are required to be flexible and creative in leading the field beyond simply imparting knowledge. For this reason, I always have the habit of assuming real-life situations and running simulations before art classes. However, no matter how thoroughly I prepare, I will face various unexpected problems during class. Whenever that happens, teachers need the ability to quickly grasp the situation and solve the problem. Thanks to these complex and dynamic characteristics, I always find art classes interesting and enjoyable.

In today’s class, we covered knitting, especially the chain stitch technique using a crochet hook, with the students. Interestingly, some of the students were already familiar with knitting, while others were new to the crochet hook. I provided more creative and challenging tasks to experienced students, and helped beginners by explaining the concepts as easily as possible, step by step. Most students followed along diligently and happily despite the unfamiliar technique, but some students showed signs of frustration due to difficulties in hand coordination or understanding the concept.

Does that mean that these students should lose the opportunity to learn? I don’t think so. Rather, this situation is a reason for teachers to think more deeply and research. After class, I went home and started developing a simple tool that would help even beginners learn chain stitching easily. This tool is designed to help anyone learn their first chain stitch easily through visual guidance and step-by-step structure, and I plan to improve it and release it in the future.

In this way, art class is not just a time to draw, but a continuous process of recognizing and solving problems. The experience of trying new things with students and overcoming various challenges along the way allows me to continuously grow as an educator and advance to a greater realm. This is why I look forward to art class today and tomorrow.
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​From the students’ perspective, seeing their teacher constantly exploring, experimenting, and solving problems sends a powerful and inspiring message. When a teacher is not just a source of knowledge but a model of curiosity, resilience, and growth, students naturally begin to reflect those same qualities. They understand that learning isn’t about memorizing answers—it’s about questioning, discovering, trying new things, and growing through both success and failure.

I truly hope my students come to realize how many different ways we can think in order to improve and enrich our lives. I want them to understand that we are capable of exploring countless ideas to make the world better, and that this process of exploration is not something burdensome or dull—it can be exciting, empowering, and deeply joyful.

When students witness a teacher engaging in creative problem solving and open-ended thinking, they begin to embrace challenges as opportunities, not obstacles. This kind of experience doesn’t just influence their work in the art classroom—it helps shape how they approach life. It nurtures a mindset of curiosity and initiative, and lays the foundation for them to become independent, thoughtful learners. Ultimately, my goal is for students to recognize their own potential, feel confident in trying new things, and understand that learning is a lifelong, fulfilling journey.