ABOUT
Mr. Codilla is a public school teacher and professional artist from Missouri. He received his Bachelor of Fine Arts degree in Painting from the Kansas City Art Institute and his Masters of Arts in Teaching from the University of Central Missouri. Along with teaching and making art, Mr. Codilla also enjoys running, football and chocolate.
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"Every child is an artist. The problem is how to remain an artist once we grow up."
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TEACHING PHILOSOPHY
The main reason I teach the visual arts is to cultivate in every student the ability to create and interact with art in a way that will enrich their entire life. Due to the fact that each student has their own unique learning style, I provide students with multiple ways to learn about art as well as varying means to assess their progress. Whether it is a step by step demonstration, a video tutorial I've created, or a digital assessment, I've experienced that students learn the most when they are given a wide variety of ways to learn how to achieve their learning goals.
Students learn the visual arts best when they are given consistent opportunities to do three things; create, collaborate and curate. My teaching is driven by students being successful in art by being highly engaged in every aspect of the creative process. I regularly share with students that, “You don’t have to wait to grow up to be an artist, you can be an artist right now by making art.” The arts provide an area where all students can openly express themselves and when students are personally invested in creating art their intrinsic motivation exponentially increases. A key ingredient to personal expression is providing students with multiple solutions for their art and cultivating the adjacent critical thinking skills that students use to make those decisions.
Another vital component for learning in the arts is students collaborating to learn about and create art. Collaboration in art takes place with every project and can come in many forms, but one of the best examples of collaborative work in my teaching is how students work together to learn art history. I developed an online learning tool called Art Trivia where students work together to learn art history ranging from the works of Leonardo Da Vinci to Dale Chihuly. It's when my students and I are working together to share artistic inspiration, organize our class, give consistent encouragement and help with constructive critiques is when we become truly a creative community.
The culminating component to the essentials of my art instruction is curation of student work with an emphasis on critique and exhibition. Student portfolios are accumulated throughout the entire school year and students complete several verbal and digital critiques that assess learning and develop further growth. Our art history critiques also incorporate the Visual Thinking Strategy that helps students develop critical thinking skills like analysis, comparisons and inferences. It's incorporating critiques at multiple points throughout lessons that offers the most accurate data for the assessment of learning in our class.
Ultimately, the cornerstone of all these instructional practices begins with positive and consistent relationships between all in our class. Developing a kind and hard working class culture allows for all the other pedological and behavioral management methods to be successful. My entire teaching philosophy is based upon learning my students personal dreams and helping them use art to reach their goals.
Students learn the visual arts best when they are given consistent opportunities to do three things; create, collaborate and curate. My teaching is driven by students being successful in art by being highly engaged in every aspect of the creative process. I regularly share with students that, “You don’t have to wait to grow up to be an artist, you can be an artist right now by making art.” The arts provide an area where all students can openly express themselves and when students are personally invested in creating art their intrinsic motivation exponentially increases. A key ingredient to personal expression is providing students with multiple solutions for their art and cultivating the adjacent critical thinking skills that students use to make those decisions.
Another vital component for learning in the arts is students collaborating to learn about and create art. Collaboration in art takes place with every project and can come in many forms, but one of the best examples of collaborative work in my teaching is how students work together to learn art history. I developed an online learning tool called Art Trivia where students work together to learn art history ranging from the works of Leonardo Da Vinci to Dale Chihuly. It's when my students and I are working together to share artistic inspiration, organize our class, give consistent encouragement and help with constructive critiques is when we become truly a creative community.
The culminating component to the essentials of my art instruction is curation of student work with an emphasis on critique and exhibition. Student portfolios are accumulated throughout the entire school year and students complete several verbal and digital critiques that assess learning and develop further growth. Our art history critiques also incorporate the Visual Thinking Strategy that helps students develop critical thinking skills like analysis, comparisons and inferences. It's incorporating critiques at multiple points throughout lessons that offers the most accurate data for the assessment of learning in our class.
Ultimately, the cornerstone of all these instructional practices begins with positive and consistent relationships between all in our class. Developing a kind and hard working class culture allows for all the other pedological and behavioral management methods to be successful. My entire teaching philosophy is based upon learning my students personal dreams and helping them use art to reach their goals.
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ALL CONTENT IS COPYRIGHTED CODILLA 2018 NO REPRODUCTIONS ALLOWED