ABOUT MADELINE GAFFEY

Madeline Gaffey is currently earning her Masters degree in Art Education from the MAT program at Maine College of Art & Design. Prior to that, Madeline earned her BFA in Painting from Massachusetts College of Art and Design in 2016. Her studio practice includes a variety of printmaking techniques inspired by her love for the ocean. Madeline spends her time sailing and running long distances along the water; she feels most at home when she’s with her family, especially her three little nieces and nephew. 

What excites her about going into a career of art education is being able to connect with her students and build a community in her classroom.

TEACHING PHILOSOPHY

I believe that art should be accessible to everyone; it serves as an outlet for all individuals. Growing up, art provided me with a means to express myself, and I am eager to provide my future students with the tools to do the same. I respect learners' differing strengths and needs and am committed to using this information to help adapt or adjust original plans. I want to create a classroom that is inviting for all types of learners. My role as an art educator is to be a support system and nurture their artistic journeys. 

Play is a crucial part of nourishing students' creative expression. I gravitate toward infusing the "studio of mind" approach into my teaching practice. The objective is to create an educational space that promotes workflow. When you focus on the process of discovery through a variety of art materials, you allow students to stretch, explore, and learn from the process. I want to assure students that it's okay if things don't go as planned -- we learn from our discoveries. Teaching practice informs artistic practice. As artists, we know how challenging the creative process can be, and because of this, we'll understand how best to support our students.

From my teaching experiences, I've been exploring ways to incorporate culturally responsive teaching (CRT) as a way to scaffold and connect what the students knows to the content. By trying out different methods to ensure that all students feel seen and heard, I have seen positive responses when choosing an artist that they find relatable. Based on these experiences, I believe that the best way to demonstrate my commitment to diversity and equity in the classroom is by creating a positive and accepting environment where students can collaborate without fear of asking questions or sharing their opinions. I want to turn to my students to ensure that they feel connected and represented. To me, not being stuck in rigid teaching methods and maintaining an open midnset are key to having a successful classroom that showcases diversity and equity. 

ARTIST STATEMENT

 I’m specially drawn to the drama of light and shadow—and the unique forms that result from their movement. I collect specific shapes that interest me and construct them onto a two-dimensional surface.  The accumulation of these shapes have evolved into a cast of characters, that I’ve become committed to narrating throughout my body of work. 

I use oil paint, palette knifes, brushes, ink and a variety of other materials to help me think about what it is that I’m making. I’m realizing that it should be something that succeeds for you as an artwork, something you want others to see and perhaps tell them about. Artwork to me is about discovery and following that to wherever the process may lead. The work that you create as an artist is always a few steps ahead of you, which allows you to enter a vulnerable stage of just “creating”, forcing you to reflect on what you’ve already made happen.

-Madeline Gaffey