Visual arts teacher jobs in Finland
Visual arts teachers instruct students in various styles of visual arts, such as drawing, painting, and sculpting, in a recreational context. They provide students with an overview of art history, but primarily utilise a practice-based approach in their courses, in which they assist students to experiment with and master different artistic techniques, and encourage them to develop their own style.
Visual arts teacher - Which skills are essential?
Instruct students in the theory and practice of arts and crafts and the fine arts, whether recreationally, as part of their general education, or with the aim of assisting them in pursuing a future career in this field. Offer instruction in courses such as drawing, painting, sculpting and ceramics.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Take students' opinions and preferences into consideration when determining learning content.
Develop a style for coaching individuals or groups that ensures all participants are at ease, and are able to acquire the necessary skills and competences provided in the coaching in a positive and productive manner.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Cut, shape, fit, join, mould, or otherwise manipulate materials in an attempt to create a selected artwork - be the technical processes not mastered by the artist or used as a specialist.
Follow up on students’ learning progress and assess their achievements and needs.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Select artistic materials based on strength, colour, texture, balance, weight, size, and other characteristics that should guarantee the feasibility of the artistic creation regarding the expected shape, color, etc. - even thought the result might vary from it. Artistic materials such as paint, ink, water colours, charcoal, oil, or computer software can be used as much as garbage, living products (fruits, etc) and any kind of material depending on the creative project.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Fabricate and prepare prototypes or models of objects to be crafted.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Identify influences and situate your work within a specific trend which may be of an artistic, aesthetic, or philosophical natures. Analyse the evolution of artistic trends, consult experts in the field, attend events, etc.
Select subject matter based on personal or public interest, or ordered by a publisher or agent.
Select the appropriate style, medium, and techniques of illustration in line with the needs of the project and client's requests.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Fabricate/prepare patterns or templates to guide the crafting production process.
Use techniques like brainstorming to stimulate creativity in the team.
Maintain discipline and engage students during instruction.
Support and coach students in their work, give learners practical support and encouragement.
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
Visual arts teacher - Which skills are useful but not essential?
Create decorative sculptures by hand, using a variety of techniques and materials.
Assess and list the needs for conservation/restoration, in relation to current use and planned future use.
Plan, monitor and report on the budget.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Use artistic materials such as paint, paintbrushes, ink, watercolours, charcoal, oil, or computer software to create artwork.
Draw sketches to prepare for a drawing or as a standalone artistic technique.
Monitor artistic events, trends, and other developments. Read recent art publications in order to develop ideas and to keep in touch with relevant art world activities.
The history of art and artists, the artistic trends throughout centuries and their contemporary evolutions.
Varieties of paint and chemicals used in their composition.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Paint set constructions and stage props.
Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources.
The techniques to create a visual representation of ideas and messages.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Develop speeches, activities and workshops in order to foster access and comprehension to the artistic creation processes. It can address a particular cultural and artistic event such as a show or an exhibition, or it can be related to a specific discipline (theatre, dance, drawing, music, photography etc.). Liaise with storytelles, craftspeople and artists.
Create drawings using digital illustration programmes and techniques.
Edit various types of images such as analogue and digital photographs or illustrations.
File and organise personal administration documents comprehensively.
Apply painting techniques such as 'trompe l'oeil', 'faux finishing' and aging techniques.
Types of clays and mud and their appearance, properties, reaction to fire, etc.
Manage the temperature of a kiln to achieve the expected results according to the type of clay such as biscuit stoneware or porcelain. Manage sintering and enamels colours.
Present an exhibition and give educational lectures in a comprehensible way that is attractive to the public.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Gather samples of the materials you expect to use in the creation process, especially if the desired piece of art necessitates the intervention of qualified workers or specific production processes.
Manage different ceramic firing or baking techniques according to selected clay, the expect strength of the object, and enamel colours.
Legislation describing the protection of the rights of original authors over their work, and how others can use it.
The goals identified in curricula and defined learning outcomes.
Participate in cultural and artistic mediation activities: announce the activity, give a presentation or talk related to a piece of art or an exhibition, teach a class or a group, lead artistic mediation activities, lead or participate in a public discussion.