Education: B.A., Mercyhurst University; M.A.E, Virginia Commonwealth University; Ph.D., Pennsylvania State University.
Areas of Academic Interest: The experiences of beginning teachers, maps as a qualitative research methodology, sensory ethnography, curriculum studies, and classroom management.
"I've always made art. The arts are a mediator between your insides and your outsides, a way to create meaning."
Art and teaching overlap: "When I teach students to become art teachers, I combine the visual and the verbal to help them build connections. We look at how art-making and teaching overlap and how what they know about each one holds true in the other. We regularly reflect, problem-solve, and adapt, which are necessary to teach well."
Saturday Art School on campus: "After teaching children weekly at our Saturday Art School, my students write about their teaching philosophy and I have them make art to visually manifest it. I get paintings, sculptures, ceramics — whatever language they're experts in."
Arts educator since 2005, at Naz since 2014: "I've taught visual art in public and private schools, in extra-curricular settings, and in after-school programs. As an undergrad, I double-majored in art education and dance, so I also have 10 years of dance teaching experience, pre-K to grade 12. Really I'm an arts educator not just a visual art educator. So I bring interest and dedication to the importance of all of the arts in our lives to my teaching."
Personal experience drives research focus: "I was a top student, winning awards in art, sailed through student teaching, had lots of teaching experience — and yet I almost quit my first year as an art teacher. Teaching requires so many skills and tasks, and you can feel isolated. Intersecting with the real lives, ideas, and energies of young people is complex and unpredictable, which is teaching's challenge and its strength. In graduate school, my research focused on the challenges that face new art teachers. It's clear that strong classroom management and organization skills, combined with strong theoretical foundations, are critical."
Favorite class: "Right now my favorite class is Qualitative Research Methods, where students research topics such as visible tattoos in the workplace, iPads in the classroom, color and gender in nursery designs, how teachers are using Pinterest as a planning tool, and sequential art as pedagogy."
"I believe that education is about becoming comfortable with the search for meaning and understanding, and the ambiguity that is inherent in that search. I also believe that teaching and learning happen in the body — our movements, our encounters, and our (inter)actions all create possibilities to bring what's inside us into contact with the outside. Such thresholds of encounter happen to us when we go places, learn new skills, interact with other people, and make things. I think about teaching as something where my task is to facilitate opportunities for students to reflect and express their ideas and understandings that come from these encounters."
Liberal arts is fundamental: "Naz has an excellent liberal arts program that structures itself around big ideas and essential/enduring questions that also are at the heart of contemporary art education practices. This means that students are personally learning in ways they will be asked to conceive of for units of instruction later. A liberal arts education is also fundamental for understanding the arts in context with history, culture, and society. Art does not exist in a vacuum and neither should an education in the arts.
Develop as artist and teacher: The Art Department will help you build strong foundations in technique and composition as well as a voice in your work."
"Our students work with talented professional artists and art educators who are experts in their chosen media, but are also experienced and dedicated teachers."
Nolte-Yupari’s students create “sketchplanations” to explore and convey nuances of Maxine Greene’s discussion of the role of imagination in learning.
“She’s so willing to give support, advice, help with research, and to make connections for us. She’s energetic, enthusiastic, and overall makes it a fun experience. It makes it easy to remember the lessons.” — Emily Richmond, ‘16G
She's a die-hard science fiction geek.
“She’s very approachable. She makes everything very relevant to us and shares her personal experience as an art teacher. I feel prepared to create lessons, gather materials, create visuals to present, and to be adaptable.” — Amanda Wilmier, ‘15, ‘16G
Won a national dissertation award in 2016 for her research, given by the Arts and Learning Special Interest Group of the American Education Research Association.
For her own artwork and more about her teaching, see Samantha Nolte-Yupari's personal website.