Damon Emmett Lundy

Teaching Philosophy

As an educator of the arts, I wish to maintain cooperative and creative environments where I can provides as much individualized attention as possible. I believe that this intimate and supportive setting is where learning can best happen. Regular and constructive feedback from me, as well as peers, is essential to students in their pursuit of knowledge. I want all students to become well versed in communication skills and language functions of the arts. The transference of knowledge should not just stem from me as the teacher in the classroom, but from the students as well in order to take full advantage of each student’s own unique knowledge and experiences. Additionally I try to be as diverse in instruction as possible, so that students from all walks of life can see themselves reflected in the art and artists which we are studying. Students should be learning about famous female artists, and POC artist’s that reflect the diversity of where they grow up—this is especially important in NYC. I am committed to making peer review, critical thinking, and effective communication the basis of learning in my classroom.

I build rapport with my students to better understand them and how they learn. Each student should feel like they have a connection to me, their peers, and their learning. The information that is presented should arrive in a variety of formats. Students should not just be lectured at, but rather also engaged kinetically as well as in written form in order to accommodate all types of learners. This approach of providing information in a variety of formats helps strengthen student engagement and understanding by appealing to their strengths while at the same time working on their challenges. This also translates to instruction. Instructions should be differentiated and modified for students so each can have the best experience, and supports/extensions, possible. I encourage peer reflection and exchange of knowledge in order to help grow the feeling of community in the studio as well as form the social bonds that are necessary to thrive happily in any environment. These reflections seek to help the students exceed the learning objectives and truly understand the content we are reviewing inside the classroom, and translate to the outside work—because art does not just exist in a studio.

I challenge the students to develop presentation skills and response skills. In my classroom they will analyze and reach/exceed language functions when talking about the artwork we see. Their responses will be measured by verbal interactions with peers and me as well as written in their sketchbooks. I feel strongly that sketchbooks are an essential resource for any young artist as a place to experiment, think, and create. In addition to their responses to peers and mentor artists, I engage the students by asking them to present their work. All final work made in the class goes through a design process starting from sketching, to transformation. Students will present their final works as if they are presenting them to the world. All art should be made with intention and show their personal artistic choices. Their voices should shine through in their work and their artist statements are there to help reflect on their process and emphasize the importance and quality of their work. Any student who steps into my classroom is an artist and will feel and be prepared to talk about their work using proper language function enforced by supports and extensions in differentiated instruction. Art does not have one right answer, and each student will come up with different processes and solutions to the learning goal in addition to their modified instruction based on their assessments done consistently throughout the year. 

Assessments should be a tool for teachers as well as students. Students should be able to monitor their learning and have the content be accessible to them in a variety of formats. Students will be monitored  with formative/summative, and/or formal/informal assessments. These assessments will help me modify lessons to be challenging but doable for each of the students. Criteria checklists linked to benchmark standards are just one resource that help students, and myself, reflect on their work and refine it. Students who are consistently questioning, and making intentional thought out decisions will be the ones that exceed our expectations as educators constantly. Art should be something that transcends the classroom, and engages student learning/understanding in new explorative ways that change the student as well as the teacher.

Resume and references

Please view my resume here. 

For professional references please contact me at my email address damonlundy@gmail.com