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“The problems and solutions students find while creating, criticizing, or studying art foster high-order thinking skills.”
Katherine Blair’s dual interest in math and art has woven itself into her life ever since a high school trigonometry teacher enabled her to visualize math concepts. Completing a college career in which she was named to the dean’s list four straight years, Katherine used her honors thesis to examine how to integrate art and math curricula while maintaining the integrity of art. Then, having made the difficult choice of accepting her first teaching position at an inner-city high school rather than an affluent middle school, Katherine found the students responding to the approach, in which she “sneaks math and reading comprehension lessons into [her] art curriculum.”
Eventually, Katie wants to earn a Ph.D. to teach student educators at the college level and, she says, to become a “strong advocate for an authentic art education by motivating new teachers to offer relevant art experiences in a positive and inspiring environment.” In the meantime, she is gathering up all the experience she can. Besides her teaching, she has volunteered in art outreach programs and a hospital pediatric unit. She was particularly active in Partners in Visual Education, where she worked on a photography project with an elementary school.
Raul Magdaleno
Undergraduate Transfer Scholar
Southern Methodist University
Anne Thompson
Graduate Scholar
Harvard University
Michael Hamm
Undergraduate Transfer Scholar
San Francisco State University
Bess Greenberg
Graduate Scholar
International College of Professional Photography