FRANCINE FREEMAN

 

I begin by outlining my work experience and how it has shaped important aspects of teaching principles that I feel strongly about. These principles involve community outreach, field integration, and social and environmental justice. With these key components students will have cross disciplinary, meaningful and connected experiences.

 

Since my masters degree I have been instructing diverse arts courses like visual arts, media arts, drama, and photography at Royal Crown Academic School. Over six years, mainly while engaging predominantly ESL students, I observed art's power in liberating individuals limited by societal norms. Art became a conduit for their emotions and beliefs, fostering an open and accepting environment, aligning with the commitment to students' well-being and learning. This is aligned with the first Foundation of Professional Practice, Commitment to Students, and Student Learning. A student's voice is their most powerful tool. To understand, assess and make change in the world students must relate personal experiences, beliefs, and knowledge of social and environmental issues that affect their future. Art can help transform and express ideas, stand up for issues, and be a comfortable space to truly represent themselves.

My pedagogy echoes the tenets of leadership, learning, and community engagement. I prioritize community outreach and real-world field integration, which is evident through public art displays that transcend classroom boundaries. By involving students in such projects, I facilitate connections with various job fields, community initiatives, and the environment, broadening their perspectives on art representation and societal engagement. They have the opportunity to make a connection with the environment that they are in, expanding their thought of what art is and how it should be represented.