I have taught in the International Baccalaureate Diploma Program and Middle Years Program Visual Art and Theory of Knowledge, most recently at the Canadian International School, Singapore, the International School of Busan, Korea and the American International School, Kuwait.
As a teacher, I value collaborative learning through inquiry and the development of the whole child. I believe this fosters the growth of my students into caring, empathic, and responsible adults and internationally minded global citizens. I empower my students to take control of their education and be accountable for their achievement. I encourage calibrated risk-taking, and facilitate reflective learning in an open-minded, balanced, and safe interlingual classroom. I have learned from experience that collaboration with my colleagues makes for better and more creative teaching and learning; that moderation of my lessons ensures fairness and rigor; and that observation of my classroom by administrators is crucial feedback I need to do my job well.
As an International Baccalaureate teacher, I value and practice international-mindedness. I believe in the IB mission of encouraging students across the world to become active, compassionate and lifelong learners. I am sensitive to the individual needs of students in the classroom. I engage with global issues within my discipline and promote out-of-school learning through intercultural dialogue between my students and community. As an art teacher, I create a structured, disciplined, and engaging environment that is filled with creative energy and healthy competitive spirit. I value a strong classical foundation based on a thorough knowledge of the elements and principles of design, art history, art criticism and curation. From that platform, I challenge my students to go beyond their perceived limits and stretch their thinking. This results in collaborative, open-minded, and risk-taking individuals, who can be reflective and responsive to the ever-changing needs of society.
Many of my students have gone on to success in the world's top art schools. For those who pursue other passions, I believe art is quite possibly the most important class they will take in high school as it promotes non-linear thinking and cross-disciplinary connections, forcing students to translate their ideas into pictorial information, develop time-management skills, and improve spatial reasoning. I strive to create a classroom environment that heightens all the senses and develops imagination, intuition, reasoning, analytical and conceptual thinking skills, and articulation. By providing open-ended, inquiry-based classroom experiences, students develop the necessary skills to be leaders in their field. By continuing to be engaged in my field as a professional illustrator, author and independent lecturer at international schools worldwide, I incorporate my real-world experience into my teaching.
As a Theory of Knowledge teacher, I encourage my students to examine and evaluate their senses, their ideas and their core beliefs. In collaboration with my TOK colleagues, I strive to create hands-on activities that enable my students to learn through doing and become active participants in their learning. My complementary experiences in Theory of Knowledge and Visual Art have broadened and deepened my teaching, enabling me to unpack concepts more effectively, increasing transparency and enhancing my instruction.
Introduction to Fine Art
DP Art Student Portfolio
film by Matt Smith
Theory of Knowledge
film by Matt Smith