The Artist-Teacher
This card explores what it means to live and teach as an artist-teacher – not as a label, but as a way of being. Rooted in reflection, inquiry, and creative risk- taking, the artist-teacher identity is both a gift and a guide.
Teaching Students New to Art Education
Not all students enter IB Visual Arts with strong technical backgrounds, but this does not mean they are at a disadvantage. With the right support, students with limited prior experience can thrive through curiosity, structured skill-building, and strong conceptual development.
Teaching Large Classes
Teaching large IB Visual Arts classes brings real challenges, but also rich potential. With inventive strategies, layered thinking, + the right provocations, even the busiest studio can be a space of risk-taking, growth, + voice.
Teaching for Neuro-Inclusive Learning
Many students may not have formal diagnoses, but still experience neurodivergent ways of thinking, sensing, or processing. By designing with these realities in mind, we make art education more inclusive for everyone. When we aim to reach all types of learners, we don’t lower the bar; we raise our teaching.
Pre Course Project
Rather than a list of disconnected summer tasks, this project invites students to explore one natural form, deeply and from many angles. Over time, it becomes both subject and collaborator, a mirror and a mystery.
Group + Peer Critiques
Group and peer critiques are essential for IB Visual Arts students, helping them develop critical thinking, communication skills, and the ability to refine their artistic practice. Effective critiques go beyond personal opinions, encouraging constructive feedback that is specific, analytical, and supportive.
From Dependency to Autonomy
A key aim of IB Visual Arts is to help students transition from dependent learners to autonomous, reflective, and self-sufficient artists. This shift empowers students to take ownership of their artistic inquiry, research, decision- making, and creative processes.
Cover Lessons
Cover lessons aren’t filler. They are rare opportunities for solitude, privacy, and introspection when no one is watching, correcting, or expecting. These quiet spaces, where students aren’t performing, can become portals to deeper thinking and emotional clarity.
Classroom as Studio
The art room is more than a classroom; it is a studio, a place where students explore, express, and experiment. When designed with care, the studio becomes a sanctuary for thinking, risk-taking, and personal growth
