Reflective Practice
Reflective practice is central to my development as both an artist and a teacher. It allows me to question my decisions, adapt my approach, and respond to students’ needs. Through ongoing reflection, I aim to grow, remain open, and continually refine my practice.
Future Learning: Developing Critical Digital Literacy Through Art Education
This presentation explores my developing interest in the art classroom as a space for critical engagement with digital media. It reflects my concerns around the impact of constant screen use, particularly in relation to attention, mental health, and the loss of material, embodied experience. While digital technologies are often promoted within education policy, there is a clear gap between this and the lived reality of students. In response, I am interested in using art education to slow down this process, encouraging students to think critically about the media they consume. Influenced by ideas such as wide-awakeness and embodied pedagogy, I aim to create learning experiences that reconnect students with making, reflection, and more conscious engagement with both digital and physical worlds.
Orientation to the Profession:
Inquiry into the role of Artist-Teacher-Researcher
This presentation reflects my developing understanding of what it means to move from artist to teacher, and how these identities can exist alongside one another. It highlights the importance of reflection, both in and on practice, as a way of growing and adapting as a teacher. Through engaging with ideas such as communities of practice, living inquiry, and the role of the artist-teacher, I have begun to see teaching as a collaborative and evolving process, shaped by experience, dialogue, and ongoing learning. It also reinforces the importance of remaining critically aware of my own values and approach, while aiming to create a learning environment that is inclusive, reflective, and responsive to students.
SEN: Developing an understanding of Austism
For an assignment on students’ different needs, Ashleigh, Megan and I explored Autism Spectrum Disorder (ASD) and neurodiversity within the classroom. Through our research, we developed a greater understanding of the experiences and challenges neurodivergent students may face in educational settings. We examined a range of teaching strategies and evidence-based practices that can support students with ASD, including creating consistent routines, using clear communication, incorporating visual supports, and providing sensory-friendly learning environments. This assignment highlighted the importance of inclusion, empathy, and adaptability in teaching, and helped us reflect on how we as future teachers can create a more supportive and comfortable learning environment for all students.