Learning Beyond the Classroom：Art｜Platon带你用艺术的眼睛看世界

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“In my classroom, I don’t rush students to master techniques. Instead, I create an environment where curiosity leads the way. When children want to achieve a certain effect but don’t yet know how—that’s the best motivation to learn.

One time, we made plaster casts of dinosaur fossils. I demonstrated the process, and the students were fascinated. They couldn’t wait to try. Some made mistakes—wrong plaster ratios, rough surfaces—but no one gave up. Instead, they kept asking me: ‘How do I mix it correctly? How do I make it smooth?’ At that moment, I saw what real learning looks like.”

“Many people think Art stands alone, but it is deeply connected with many subjects.

History: From ancient civilizations to global traditions.

Science: The chemistry of mixing colors or firing clay.

Music: Rhythms and patterns reflected in visual composition.

Geography: How culture and location shape symbols and styles.

I often remind students: Art reveals the bridges between knowledge. This is the essence of the IB PYP’s transdisciplinary inquiry.”

“In high school, I guide students with their AP portfolios. In everyday lessons, I want them to learn how to observe the world through an artist’s lens.

I often give ‘unusual homework,’ such as:

Walking down the street and analyzing the design of buildings or cars.

Following fashion and design trends to ask why certain styles appeal.

Visiting exhibitions and seeing the world as an artist would.

These habits prepare them to become thoughtful, visually literate global citizens—whether or not they pursue art professionally.”

Art is not only a channel for self-expression but also a reflection of SAIS’s core philosophy.

Respect: Appreciating diverse cultures and expressions.

Safety: Creating a safe space for risk-taking and failure.

Agency: Empowering students to lead their own learning.

Global Citizenship: Understanding the world through cultural lenses.

At SAIS, we believe that Art education shapes not only skills, but also how students understand the world.

“在我的课堂上，我不急着让学生掌握技巧，而是创造一个能激发好奇心的环境。当孩子们渴望实现某个效果却不知道怎么做时，那就是最好的学习动机。

有一次，我们做恐龙化石的石膏模型。我先示范了一遍，学生们被结果深深吸引，迫不及待地想要尝试。过程中，他们遇到了石膏比例不对、表面不平整等问题，但没有一个人放弃。相反，他们不断追问：‘老师，石膏和水要怎么调？怎样才能更顺滑？’那一刻，我看到了真正的学习。”

“很多人以为艺术是单一的，但其实它和很多学科紧密相连。

历史：从古代文明到世界各地的传统；

科学：色彩混合、陶瓷烧制背后的物理与化学；

音乐：节奏和重复在视觉艺术中的对应；

地理：地域文化塑造了不同的艺术符号。

我常告诉学生：艺术让我们看见知识之间的桥梁。这正是IB PYP所强调的跨学科探究。”

“在高中，我帮助学生准备AP作品集；在日常课堂上，我更希望他们学会用艺术观察世界。

我常布置一些‘不寻常的作业’，比如：

走在街上，观察建筑和汽车的构图；

看时尚与设计趋势，思考为什么这些元素能打动人；

参观展览，用艺术家的眼光去看世界。

这些习惯能让他们成为有审美、有洞察力的未来公民，不论将来是否走艺术道路。”

“我相信，艺术教育不是附加的，而是孩子成长的核心。它帮助他们在知识与创造、理性与感性、个人与世界之间找到连接点。”

在深美，我们相信：艺术教育不仅塑造技艺，更塑造学生理解世界的方式。