I come from a very strong background in marketing; graphic design to be exact. Before
teaching, I spent many years focused on promoting businesses to the public
through advertising and using art to influence buyers. Once I began teaching,
advocating for the art program in my school felt natural. As a matter of fact, I
welcomed the opportunity because it allowed me to use those skills that had been
such a large part of my previous career. Of course, I realize that not everyone
shares in my excitement of advocacy. In a perfect world, it would be understood
that the art programs in our schools offer many opportunities for life skills,
cognitive growth, 21st century skills, and the list goes on and on. Sadly,
for some art teachers this is not the case, and can
leave us uncomfortably trying to justify our programs.
We are teaching professionals with an ever-growing list of “to dos.” However,
advocating for your art program doesn’t need to be time consuming. Use this
summer to make a month-by-month advocacy plan for the next school year. There
are many online articles and ideas that can get you started. Your plans don’t
need to be grandiose every month. Just make some
noise! Here are some online advocacy resources to help get you
As a young graphic art student at Minnesota State University-Mankato, Amy had an opportunity to teach art classes for economically disadvantaged students. This began her passion for teaching. After finishing her BFA in Graphic Design and Sculpture, she spent a month backpacking through Europe where she was able to see, first-hand, many of the art pieces she studied in college.
Amy enjoyed 15 years as a graphic artist, website designer, and entrepreneur. Finally, the opportunity presented itself for Amy to go back to school and pursue a career in art education. Last summer, Amy graduated and became licensed to teach art. She spent the past school year as a long-term art substitute teacher in two different school districts and is looking forward to having her own classroom. Because of her diverse background, Amy feels that she can guide her students in their current artistic achievements and also help them envision themselves as artists in the future.