Brooke Petrucci
This portfolio reflects on my experience as a teacher, researcher, and artist.
My Philosophy of Teaching
The choices that I make as an art teacher are based upon the experiences that I have had as student and young artist. For example, I am a young emerging professional with a strong background in modern technological resources. Embracing contemporary uses of Information Communication Devices, I am passionate about the integration of appropriate technological resources with traditional art materials in the art classroom. I began my technological exploration as a sophomore in High School with the development of my first AP art portfolio. Though I was young, I was passionate about combining charcoal, printing, and digital collage to create unique compositions. I soon graduated high school with three AP art portfolios that were centralized in modern and traditional approaches, all in which received a 5.
Without the support of my AP art teacher, I would not have perused the path in becoming an art teacher. I began to learn techniques to teach art when my AP art teacher offered me the job to become her teacher’s assistant for a summer arts program. Working alongside her, students learned the unique medium Gouache. This was when I fell in love with teaching the art making process. Even today, as I work at my first job teaching art after school to elementary students at the Zoll Studio of Fine Art, I utilize similar methods when teaching the uniquely opaque medium.
Art education is important because of the way in which it explores creative problem solving. When I went on scholarship to Arrowmont School of Arts and Crafts in Tennessee to workshop dying and weaving processes, I met the most amazing artists and friends. We discussed how the art making process leads to a position of peace and tranquility. “The flow”, as some would call it, is when an artist creatively problem solves to produce a work of art. I am extremely motivated to contribute to building a world where every person and child are empowered to discover the beauty of self-actualization through creative problem solving.
Diversity and inclusion is another important aspect of art education that is also a consistent theme as I teach. Allowing students to explore diverse perspectives, offers students the opportunity to make their own conclusions about the world around them and become more rounded individuals. This is done when the class explores diverse artists when new projects are introduced. I am excited to always learn about the latest artists and include them in my classroom so that every type of contemporary artist is represented and explored.
Equity Diversity and Inclusion Statement
The most beautiful part about the world we live in is how unique each individual person is. During the pandemic, this became even more apparent. Unfortunately, instead of being accepting of these differences, people chose to make them into reasons for hate and frustration. As we emerge out of these difficult times, it is time to change the narrative on diversity, equity, and inclusion. Being a young art educator, I hope to spread acceptance and compassion to people of all backgrounds.
As a Jewish woman, I understand that my unique perspective on life is not shared with most of the world. This was quite apparent when growing up in a non-diverse rural area in Long Island. I was often the only Jewish student in many of my classes and saw how a school system can be rooted in intolerance and exclusivity. Because of this, I have realized that many school districts need to promote more inclusion and tolerant based instruction, supports, and culture. There are
many ways of doing this. One of the most important ways is to begin a conversation with students.
By opening the door to a discussion around diversity, equity and inclusion, students can get a broader perspective on the melting pot that their community offers. Some believe that these topics should be avoided, especially in the classroom. However, this is impossible because it is a part of who people are. By avoiding these discussions, hate, frustration, and encouragement of prejudice ensue. When students have a positive and supportive space to discuss harder topics, they realize that students of any background can support and love one another. By offering a space for students to creatively show who they are without any hate, students can express the unique and special diversity they offer to their school and community.
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