As a constructivist art educator, my goal and enthusiasm is to facilitate transformative art learning for learners. I believe doing and learning art can assist leaners to continuously critically revise their existing assumptions so that they can be more open-minded to approach all types of knowledge and gain deeper understanding. My cross-cultural teacher training and teaching experiences in Taiwan and the United States particularly shapes my perspective when I facilitate transformative art learning and make me respect every student’s individual differences. I respect every student and learned from them. Students in my classroom also need to learn to respect their classmates’ background and opinions as well.

 

Transformative learning is not a one-way route. Rather, it is a two-way contribution that between teacher and learner, and between learner and learner. The respectful atmosphere in transformative art learning helps both students and I refine and polish each other’s perspectives and not to be restricted to our own biases. Based upon my training and teaching in the Art & Visual Culture at the University of Arizona and my engagement in constructivist museum education, I developed my own teaching strategies with the three methodological foundations—constructivist pedagogies, interpretive strategies, and arts-based activities. When I facilitate my strategies, I probe leaners to learn from their personal context and interpersonal context. Further I invite them to expand their learning to their social context. Eventually, the inspirations that students acquire from the social contexts will comeback to impact their worldview to look at the world and become their personal contexts. The entire learning loop is the ideal process of perspective transformation that I want to assist students to achieve.

In my future teaching, I will keep working on fostering transformative art learning in art education. I anticipate that my strategies can urge more students not only become interpreters to construct meanings for themselves, but also become critical thinkers to adjust their existing perspectives and strengthen cross-discipline understanding and knowledge through art. A more clearer structure of my teaching based upon my belief in transformative art learning can be seen from the diagram below.