Over the last few years, I have developed a strong sense of what it means to be a teacher, who I want to be as a teacher, and the type of curriculum I aspire to implement. As a means of summarizing the key concepts I have learned and found that I am drawn to, I have created the following teaching manifesto:

__My Teaching Manifesto__- My goal is to inspire students to learn more.
- I will teach with the intention of making my role unnecessary.
- I will create possibilities in which students are able to construct knowledge for themselves.
- I will provide educational opportunities that aim to engage students in thinking creatively and critically, asking questions, developing ideas, researching concepts, and making connections.
- I aim for my students to leave my classroom equipped to learn and create on their own.
- The main objective of my curriculum is to further develop students’ abilities to pursue their own questions and interests.
- My curriculum will be based on enabling constraints in which artmaking is guided by inquiry and limited by a few rules that drive the artmaking process.
- My curriculum will guide students through artmaking in ways that resemble contemporary art practices.
- My curriculum will be structured in a way that situates inquiry within lived experiences, cultures, contexts, and a range of disciplinary knowledge.
- I will assist students in the exploration of their tangential ideas to discover unexpected educational opportunities.
- I will be transparent with students about the curriculum in order to engage students in the process of creating their own meaningful educational experiences.
- I will engage students’ life experiences in the development of my curriculum in the hopes of helping students find the educational value in all life experiences inside and outside of school.
- I will not teach students with the goal of preparing them only for the future.
- I will teach students in a way that values students’ past, present, and future.
- My curriculum will grow with individual students’ interests and experiences.
- I will not assign work without asking students what they are interested in and what would make the assignment more meaningful to them.
- I will only implement activities that promote creativity and the expansion of knowledge.
- My assignments will encourage independent learning.
- My assignments will be guided by the students’ interests and curiosities.
- I will not assign work that is irrelevant to students.
- I will not assign work that is meaningless to students.
- I will let my students fail in small ways and try to find their own solution before I step in.
- I will require students to reflect on their thoughts, choices, and decisions throughout their artmaking process.
- I will not assess students’ work on how well they did it the way I wanted them to.
- I will have students assess themselves on their process and effort.
- I will do my best to encourage students to work together and create a collaborative environment.
- I will be a guide of social interactions.
- I will be a support for student when they need help.
- I will provide an environment that encourages and supports learning through social interactions.
- I will create an environment in which students have opportunities to acknowledge and challenge structural limitations.
- I will do my best to be aware of students’ impulses and desires in order to help guide them through the process of exploring them.
- I will encourage students to let me know if they are not able to find any meaning or benefit in the work.
- I will use my lived experiences with my students to better understand how they learn and what will spark their interests and curiosities.
- I will show my students that I care about them through my daily actions and curriculum.
- I will always value students’ thought and ideas.
- I will always listen to students to find out what it is that they want to learn.
- I will strive to create a classroom in which the power is distributed as horizontally as possible.
- I will encourage my students to question my ideas, what we are doing, and my reasoning because there is something wrong if I am not able to answer those questions.
- I will not reinforce the idea of the “other” when discussing different cultures.
- I will teach students that all cultures are always in transition.
- My curriculum will focus on developing students’ critical thinking skills.
- I will be upfront with students about the issues and power imbalances within our history.
- I will include a variety of artists with different backgrounds in my curriculum in a way that does not essentialize or flatten different cultures.
- Instead of asking, “How can we represent other cultures,” I will ask, “What can we know about different cultures?”
- I will let my students get to know me as a person.
- I will be critical of myself.
- I will reflect on myself and my teaching daily.
- I will admit to my students when I make a mistake or do not know something so that I can show them how I go about solving the problem or finding the answer.

Emma K. Jebe