PEDAGOGY STATEMENT
My educational philosophy is primarily based on collaboration, differentiated instruction and creative innovation in relation to art therapy. Although there are various approaches, questions and challenges that arise as the most beneficial way to educate our future art therapists at the continuing education level. It is especially examined in the current climate of unprecedented change to our world with the advent of COVID-19 and cultural movements. I have found that in the light of the current pandemic, art therapy students, art therapy professionals and professors alike have recognized a demand and discovery of integrative methods of fulfilling our student’s educational needs and our community needs at large. It was through our college and art therapy professionals accessing novice and unconventional methods that in some ways has only enhanced art therapy practices as well as educational practices.
Collaboration is paramount for my students to learn about themselves in akin to their clients and to each other. In psychotherapy there is a critical theory called transference and countertransference. In collaboration with students’ chosen clients in their art therapy in-service learning, students were encouraged during this time to responsive art making and ask questions of themselves-- as similarly as a graduate art therapy student may ask. I provided student engagement through an open discussion of topics regarding art therapy and correlated literature. In order for my students to practice critical thinking skills and to utilize the proper language around clinical work. As these students step into human services and the mental health profession, I hope to prepare them to enhance the lives of others through their own creative experientials, psychological theory application and the psychotherapeutic relationship- inside and outside the classroom.
Differentiated instruction includes learning through the content, process, and the product. It is a necessity for students to be able to acquire knowledge, concepts, ideas, and skills to learn this complex field of art therapy. The process will allow the student to flourish and grow confident in utilizing the new ideas, concepts, and skills required in the expansive human services field. Finally, there is the product or the summative result in which this reflects what the student knows and their understanding in regard to the assignment which in turn holds as a valuable assessment tool. The students are monitored throughout the process and assessed accordingly. I employed this methodology with the senior capstone course and was pleasantly surprised and gratified watching my students grasp and manifest new skills, ideas, concepts, and knowledge.
Creative innovation is necessary during these unprecedented times with the inability to have close social interaction by creating a nurtured learning environment such as through meditation and breathing techniques before and at the end of class. Art therapy academia engagement requires differentiated instruction to meet all needs, all- inclusive population, learning styles and in diverse backgrounds. As a professor of art therapy, I provide an authentic and fun experience of learning that invites student explorations in art experiential, group discussion, lecture, community service and interpersonal relationship. By employing this attitude of play, relaxation and exploration in the learning environment students garner confidence and motivation to be educated about sometimes difficult subject matter regarding trauma, mental health issues, theory, and populations. It was evident that this intentional learning environment allowed more space for creativity, healthy stress, and relaxation where my students could challenge themselves and took the responsibility for the assignments provided in my course.
It is apparent that my education philosophy is aligned with my values and belief system. It was through collaboration, differentiated instruction and creative innovation that has allowed me to meet my students’ needs. It is paramount for the teacher and student relationship to be open and aware of each student’s unique learning styles. It is in pedagogical understanding and innovative instruction that educators can create inventive strategies and learning techniques to best serve the diverse and inclusive populations. I have learned more from my students, clients, and the community that I have ever dreamed of. Students will be offered dignity, respect, encouragement, and compassion to achieve their goals towards success in the academic arena at Cedar Crest College.
2021-2022, Professor Mylod-Daggett
Collaboration is paramount for my students to learn about themselves in akin to their clients and to each other. In psychotherapy there is a critical theory called transference and countertransference. In collaboration with students’ chosen clients in their art therapy in-service learning, students were encouraged during this time to responsive art making and ask questions of themselves-- as similarly as a graduate art therapy student may ask. I provided student engagement through an open discussion of topics regarding art therapy and correlated literature. In order for my students to practice critical thinking skills and to utilize the proper language around clinical work. As these students step into human services and the mental health profession, I hope to prepare them to enhance the lives of others through their own creative experientials, psychological theory application and the psychotherapeutic relationship- inside and outside the classroom.
Differentiated instruction includes learning through the content, process, and the product. It is a necessity for students to be able to acquire knowledge, concepts, ideas, and skills to learn this complex field of art therapy. The process will allow the student to flourish and grow confident in utilizing the new ideas, concepts, and skills required in the expansive human services field. Finally, there is the product or the summative result in which this reflects what the student knows and their understanding in regard to the assignment which in turn holds as a valuable assessment tool. The students are monitored throughout the process and assessed accordingly. I employed this methodology with the senior capstone course and was pleasantly surprised and gratified watching my students grasp and manifest new skills, ideas, concepts, and knowledge.
Creative innovation is necessary during these unprecedented times with the inability to have close social interaction by creating a nurtured learning environment such as through meditation and breathing techniques before and at the end of class. Art therapy academia engagement requires differentiated instruction to meet all needs, all- inclusive population, learning styles and in diverse backgrounds. As a professor of art therapy, I provide an authentic and fun experience of learning that invites student explorations in art experiential, group discussion, lecture, community service and interpersonal relationship. By employing this attitude of play, relaxation and exploration in the learning environment students garner confidence and motivation to be educated about sometimes difficult subject matter regarding trauma, mental health issues, theory, and populations. It was evident that this intentional learning environment allowed more space for creativity, healthy stress, and relaxation where my students could challenge themselves and took the responsibility for the assignments provided in my course.
It is apparent that my education philosophy is aligned with my values and belief system. It was through collaboration, differentiated instruction and creative innovation that has allowed me to meet my students’ needs. It is paramount for the teacher and student relationship to be open and aware of each student’s unique learning styles. It is in pedagogical understanding and innovative instruction that educators can create inventive strategies and learning techniques to best serve the diverse and inclusive populations. I have learned more from my students, clients, and the community that I have ever dreamed of. Students will be offered dignity, respect, encouragement, and compassion to achieve their goals towards success in the academic arena at Cedar Crest College.
2021-2022, Professor Mylod-Daggett