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Caroline-Epp

Education, Teaching Philosophy, and Skills
(teaching resume available upon request)

Education

M.F.A. in Photography Pratt Institute
•  GPA 3.98/4.00
•  Completed a feature length documentary film, Together in this Life

M.A.T. in Art Education Rhode Island School of Design
•  Visual Art (PreK-8) and Visual Art (5-12) Mass. Initial Certification valid until 2010
•  Successfully taken PRAXIS and MTEL teaching tests
•  GPA 3.86/4.00, graduated as an Honors Student

B.F.A. in Studio Art, (photography) University of Iowa
•  Graduated with highest distinction
•  GPA 3.99/4.00

B.A. in Anthropology University of Iowa
•  Graduated with highest distinction and with Honors degree in Anthropology,
•  60 page honors thesis
•  Participated in Health and Nutrition Study Abroad Program, Dominican Republic
•  GPA 4.00/4.00


Teaching Philosophy

Idea + Action = Art is a phrase that I write on the chalkboard to engage my students in a discussion about the multiple purposes of art. It is not only a way of producing something that is aesthetically pleasing, but it is also a communicative process. Creating art is a method to explore and develop ideas, as well as express one's voice in a more profound way. My students learn to start with an idea, and figure out a way to convey the concept visually. Art is a product of visual decision-making and I am enthusiastic about sharing this idea with my students.

I have strong feelings about why the visual arts should be included in the education of k-12 students. I believe that art not only broadens children's cultural outlooks, it also provides a way for children to develop the kinds of skills needed for success in more traditional subjects. Solving the problems that arise in making art helps students learn the critical thinking skills of analysis, comparison, and deductive reasoning needed for mathematics and science. Learning about art history and engaging in art criticism helps children develop the verbal and written skills needed for language arts and social studies. The arts simultaneously engage many of the multiple intelligences identified by Howard Gardner and Project Zero. Fluency in visual language develops a great range of communicative possibilities for all students, including non-native-English-speaking and exceptional learners. From a practical standpoint, with the growing importance of the Internet and of visual means of expressing data, traditional and digital art education leaves students with greater skills than those without access to art education.

My background of study in anthropology also influences my attitude about the benefits of art education. I firmly believe that every culture and ethnicity has value. Not only does this help me in working with children of different backgrounds, but it also allows me to present art from other cultures with sensitivity and respect. Anthropology is a holistic discipline; it regards each aspect of a society in relation to its surroundings. While art is valuable enough to stand on its own as a subject, the relationship between art and society creates many opportunities for collaboration between visual art teachers and teacher in other academic areas, and these partnerships can have a very positive effect on students.

As a teacher, I am committed to a standards-based classroom, with clear expectations for student performance. I believe that rubrics and standards should be shared with the students. The disciplines of art production, art history, art criticism, and aesthetics are central, but should be accompanied by a child-centered approach that promotes individualism and personal creativity. My lessons are designed with local and national standards in mind, as well as development with the cognitive, psychomotor, and affective domains. I believe in encouraging reflection and self-assessment to reinforce the meanings present in the students' artwork. Compassion and respect for materials, fellow students, teachers, and the learning environment is essential to creating a space for an exchange of ideas within the classroom community. I strongly believe in issues of multiculturalism, in terms of tolerance and appreciation of the diversity within the classroom and within the larger world of art. I value exhibition the sharing of student artwork with the school and city community as key to promoting understanding of the importance of art, and encouraging students to value their achievements. Sharing of the community's resources, such as visiting artists and museums, is also essential.

I view myself as an artist-educator. As a working artist, I am actively engaged in making and exhibiting my images. Keeping in touch with the creative process allows me to authentically share it with others. Finally, I believe that art class should be a time for students to experience the joy and excitement of expressing their own thoughts and feelings. I am deeply committed to art, not only as an activity, but also as a method for communicating meaning to others. I work to share this potential of the arts with my students.

 

Studio and Digital Media Skills

  • Photography : Black + White, Color
  • Digital Photography : Adobe Photoshop
  • Digital Video : Final Cut Pro, Premiere Pro
  • Web Design : Macromedia Dreamweaver
  • Design: Adobe InDesign, Adobe Illustrator
  • Animation : Macromedia Flash
  • Ceramics : Hand building, Wheel
  • Jewelry and Metalsmithing : Fabrication, Casting, Electroforming
  • Printmaking : Woodcuts, Intaglio, Silkscreen


Web sites Designed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 
© 2005