MayKou Ly
Art Educator
About Me
I was born and raised in France surrounded by multicultural arts and crafts. I am experienced in working with different types of medium and material while working on DIYs and repurposing old furniture.
For my undergraduate studies I attended the University of Georgia completing with a Bachelor's degree in Art Education with career interests teaching in ceramics, collage, and 3-D. visual art.
I am currently working for Art for Life Studio in Buford, Georgia, an after school program teaching art to students to unleash their inner artists.
I am looking forward to teaching students to become their own creator of their own creativity by incorporating and mixing different mediums and materials.
My
Core
Committments
1. My commitment:
I am to commit to becoming a lifelong learner, to continue to learn any type of form and shape of knowledge throughout my teaching career. Commitment to workshops, conferences, and professional development would create further the importance of my teaching skills to my students.
2. Safe environment:
A school environment is important and most importantly a structured classroom where teaching and learning are important. A safe classroom is a place where students are learning to build their self-esteem, and confidence, ask, and answer questions. Having students help and engage in setting up a set of classroom rules together with me can teach them the importance of those rules.
3. Individual differences:
Cultural, religious, and ethnic differences. Students are already experiencing their differences outside of school environments, such as poverty, racism, trauma, and lack of resources. As a future educator, recognizing, accepting, respecting, and understanding students’ differences can create and bring new ways to all learning students.
4. Social/emotional skills:
Students who have healthy social/emotional skills tend to do better at school and in life. The level of building their self-confidence becomes higher, making friends and socializing becomes easier/more comfortable, coping with stress and anxiety, making an appropriate decision, and becoming aware of what others are feeling. Social skill does create an impact on how students learn and apply their academic learning skills.
My
Teaching
Philosophy
Growing up as an immigrant, various schools, cultures, and traditions surrounded
me. I was greatly encouraged to learn and value both commonalities and differences of
diversity to help me understand and shape my worldview. Art Education has so many
different interpretations, definitions, and philosophies. Art is one of the essential
expressions in this world, explored through the works of artists of all ages. It also
encourages personal expression, creative thinking, and the development of visual
learning. The philosophy of art teaching reflects the belief that art is not just a subject to
be taught, but a principal component of communication. My role as an art teacher is not
just instructor of technique, but a mentor of creativity, critical thinking and expression.
Teaching art is not just drawing and painting in a classroom setting; it is a
personal and individual form of communication. My philosophy of teaching art is to
embrace students’ personality and individuality by encouraging them to engage with and
interpret the world around them in diverse ways. Students can feel overwhelmed, and “it
is frustrating for them to interpret a painting or a poem when there is no ‘right’ answer,
and are uncomfortable with independence” (Patterson, 2016,p.57). It can be challenging
for students to learn how to manage their emotions, weaknesses, and strengths as they
can view making art and creativity as natural abilities rather than something to be
learned. I am a co-learner with my students, and for them to build their understanding
through their art abilities and interaction with others, the most effective is social and
interactive. All students learn differently, and it is vital to know your students and their
skills and set consistent expectations for them all.
Creating a learning environment where students embrace their differences will
help them increase their mental, emotional, physical, and social learning that reflects an
understanding of the communities and the world we live in is important to me. B.
Stephen Carpenter II writes, “Community art in curriculum is identified when arts and
other educators use works of art from within their own communities as exemplars to
initiate and support educational experiences for learners” (p. 8). As an art teacher, I am
not to instruct the form or content of students’ work, but to create an environment where
students feel free to explore, make mistakes and take risks. We must strive for
excellence and acknowledge that our differences can strengthen us. Art should give
opportunities to every student despite cultural, religious, and ethnic differences.
Recognizing, accepting, respecting, and understanding students’ differences can create
new ways for all learning students.
Art is a language of thought with much to offer visually under positive and caring
teaching. The presence of words and actions matters as much as the absence of
actions and words. Exploring a variety of artists in the international community can
create a connection and belief with students away from discrimination while
demonstrating to students that everyone is valued. It will help them learn more about
themselves within the art world and better express their imagination, creativity, and
characters. It is crucial to teach students about the history of art, including analyzing
and critiquing works of art. My teaching philosophy focuses on the importance of being
involved with the community, and my teaching goal is to expose students to as much art
as possible in various ways. Developing an awareness of how images shape society
of 3 5and community communicates the ability to think about the function of art in our world
and how it can inform and transform students’ engagement.
In the classroom, I want my students to think beyond the canvas and pursue the
unexpected by using unusual tools and materials to create artwork. This approach is
often associated with the studio-based model for teaching, where the emphasis is on
hands-on practice and experimental learning. Students are encouraged to learn and
experiment with different media and techniques. As a teacher, I can offer constructive
feedback and ask questions that help students reflect on their work. I have always been
curious to mix and match different tools and mediums. For example, painting with a
feather or potato instead of a paintbrush can encourage students to enjoy the process
rather than aim for perfection. “There are plenty of excellent idea-makers in art
education’s past and present that can provide new ideas for the classroom, but one
must take the time to find applicable mentors and resources” (Patterson, 2016, p. 23).
Rather than focusing on the right answers and outcomes, I aim to support students in
their process and creative growth by valuing their unique perspectives and ideas.
My philosophy of art education emphasizes the importance of cultural
engagement, creative process, and personal reflection. The pedagogy of art teaching
focuses on student-centered learning and the development of visual literacy. Every
classroom has its community and my role as a teacher is to help students develop their
potential and learning styles. All students must have an encouraging educational
environment where they can grow physically, mentally, emotionally, and socially. I want
to help my students express themselves, accept themselves for who they are, and
embrace the differences of others. These approaches create an environment where
of 4 5students can thrive as artists, and thinkers to contribute to a visual world. This is a
lifelong process where I learn new strategies, new ideas, and new philosophies. My
work as an art teacher, therefore, is not only about teaching techniques but about
encouraging my students’ imaginative capabilities and preparing them to communicate
through the lens of art.