Philosophy of Art Education Irene Haji-Georgi

Community mural activity with William E. Russell Elementary School students and their families.

I believe in creating an inclusive classroom with curriculum that is accessible for all students, both physically and intellectually. Adapting to my students is an essential part of my role as an educator so that I can best serve all of their needs. This means gaining an understanding of my students and their diverse backgrounds and cultures in order to authentically connect with them. Only then can I effectively create a transparent curriculum that is relevant to my students. In order to take steps towards this goal and to keep students involved and engaged, I think it is essential to allow student input to guide my lessons and activities in a democratic way. I think each student has a valid voice or point of view that he or she should come to feel comfortable artistically expressing in my classroom. I encourage self-discovery through curriculum that looks inward and requires personal reflection. Additionally, it is important that students collaborate and interact with each other in a respectful way to build a classroom community in which everyone feels safe. This community is unique to each classroom as students begin to find their roles by recognizing and utilizing their strengths. As students explore their roles in the classroom, they likewise begin to find their roles in the community and society at large. It is subsequently important to me to make learning and activities connect to the school and its surrounding community to extend students knowledge. I value making learning multi-faceted through hands-on activities, collaboration, and community involvement. I also utilize various visual aids and technology to reach the students more thoroughly. I aim for the students to gain material knowledge via experimentation and investigation in a variety of mediums throughout the course. I want students to understand that the process is important and that they all have the ability to progress and create art of which they can be proud. Ultimately, I aim to impart my enthusiasm for art to my students and inspire them to think creatively and make art that is unique to them. I encourage students to question the world around them and critically think about all that they visually take in on a daily basis. I embrace all learners and diversity of culture, race and experience. I enjoy the challenge of differentiating my teaching so that I may reach every student in a way that is engaging and authentic. Finally, I foster self-discovery so that the students come away knowing more about their strengths and being confident pursuing their role in the world outside the classroom, whatever that might be.

Student Work Cambridge Rindge & Latin School

Students from the Art of Fashion class created these compositions entirely of fabric. They learned about the different uses of natural and synthetic fibers as well as the proper use of a variety of glues and adhesives. Students considered fabric texture and pattern as they chose material to recreate a landscape with depth. Students then participated in fabric testing to determine the specific fabric types used and their thread contents.

Cambridge Rindge & Latin School Field Trip: Museum of Fine Arts, Boston
Students from the Foundations of Art class and Studio Art I participated in a field trip to the Museum of Fine Arts, Boston, which I coordinated. Each student had a question sheet and prompts for drawing in the galleries in order to engage them in visual thinking and observation. The field trip prepared students for the next lessons to be taught in class. The experience at the Museum informed students art making and enhanced their understanding.

Student Work Cambridge Rindge & Latin School

This activity was inspired by Nancy Chunns work, Front Pages. The students responded to news from the local and global community using both images and text. Through this activity and a class brainstorm, students began identifying what issues were important to them. We used this knowledge to narrow down the subject matter for the next part of our unit (depicted on the following pages).

Student Work Cambridge Rindge & Latin School

Student Work Cambridge Rindge & Latin School

This project was inspired by our previous activity and our trip to the Museum of Fine Arts, Boston to view The Postcard Age exhibition. Here the students are learning to carve and print from linoleum blocks. They are creating postcard-sized artwork that conveys a message or speaks to a cause that is important to them. At the end of the project the students will write messages on the backs and send them into the community.

Student Work Cambridge Rindge & Latin School

These artworks are the result of our investigation of causes and issues that are important to the students. The next step is sending the postcards into the community.

Student Work Cambridge Rindge & Latin School

Student Work Cambridge Rindge & Latin School

During this project Studio of Art I students began drawing a still-life which they collaboratively created. The still-life included objects of their own as well as objects from the classroom. After doing observational studies, students began altering their compositions and transforming them into surrealist pieces. They were to use only one color (in addition to the pencil) in their artworks.

Drop-In Activities Museum of Fine Arts, Boston

During Boston Public Schools vacation weeks and holidays, the Museum hosts activities for families in the community to enjoy. In honor of the Samurai! exhibition, we held a Drawing in the Galleries activity where a live model wore a replica samurai suit. In addition, we constructed and decorated warrior helmets.

Studio Art Classes Museum of Fine Arts, Boston

I continue to teach several classes through the Museum of Fine Arts which are generally themebased. Depicted here are some student works from the Arts of the Ancient World course I taught in 2013.

Community Work Russell School Family Arts Night

Great art often engages the most significant issues of the community, calling on each of us to bring our deepest understanding and empathy to our shared social experience.

-Tolstoy 1898

At the William E. Russell Elementary School, Tufts University sponsored a night of arts activities for the students and their families. Graduate students of Tufts University in affiliation with the School of the Museum of Fine Arts organized several projects for this event. Over 200 families enjoyed and participated in the evening's events!

Community mural activity with Russell School students and their families.

Community Work Community Arts for Education

Student-made coffee cozies for fundraising in cooperation with Sociedad Latinas afterschool program and Green T Coffee Shop.

Community Arts for Education (CAFE) is a project of the Master of Arts in Teaching in Art Education program at Tufts & the School of the Museum of Fine Arts, of which I am a co-founder. CAFE's mission is to promote the importance of art in education through community outreach and involvement in projects that intersect with local organizations or companies to demonstrate how art involves entrepreneurship, networking, and the engagement of our communities.

Personal Artwork Photography

Personal Artwork Jewelry & Enameling

Personal Artwork Prints

Personal Artwork Prints

Personal Artwork Mixed Media Paintings

Personal Artwork Mixed Media Paintings

Personal Artwork Drawings