PRT 2

Ingrid Richter
Certification
New York State Initial Certification in Visual Arts Education (PK-12)
South Carolina State Initial Certification in Visual Arts Education (PK-12)
Education
State University of New York at New Paltz
Master of Science in Education in Visual Arts In Progress
State University of New York at New Paltz
Bachelor of Science in Visual Arts Education, Concentration in Ceramics May 2017
edTPA Score: 57
GPA: 3.67
Art Skills
Ceramics, Kiln Repair, Printmaking, Computer Aided Design, Drawing, and Acrylic, Watercolor and Oil Painting
Experience
Boulder Bluff Elementary School | Goose Creek, SC
Visual Arts Teacher August 2017 – June 2018
• Guided 700 Title-1 students weekly to create meaningful artwork as a healthy form of emotional
expression while also maintaining a safe and positive environment for students to create in
• Differentiated lessons to teach students with special needs, such as mild to moderate Autism, Down-
syndrome, Emotional/Behavior Disorders, and ID, in an integrated classroom without any aids
• Attended teacher development seminars in Charleston art museums, and completed professional
courses, such as De-Escalation Strategies, Restraint, and Gang Awareness
• Entered students’ work into many community art competitions and had noteworthy winners, including a
First place winner in the Coastal Carolina Fair and a Third place winner in the Southeastern Wildlife
Poster Competition
• Collaborated with grade level teachers, the speech pathologist, and guidance counselors to carry out
art infusion lessons including Starry Night Constellation Paintings, and Emotional Imagery Collages
• Employed interdisciplinary education in the development of multi-media art lessons to teach following
State Visual Arts Education standards, as well as National Art Education Standards
Sargent Elementary School & J.V. Forrestal Elementary School | Beacon, NY
Student Teacher March 2017 – May 2017
• Designed and implemented lesson plans in two schools for 500 students on a 6 day cycle on topics
including abstraction, exhibition, identity, the senses, environment, and repurposing
• Worked with Dia: Beacon Artists throughout a six week program to facilitate lessons based on artwork
seen within the students' community
New Paltz High School | New Paltz, NY

Student Teacher January 2017 – March 2017
• Instructed Art Studio students in developing drawing and painting skills, such as landscape painting,
color mixing, expressive mark making, foreshortening, and gesture drawing
• Worked with Drawing and Painting students to build personal portfolios demonstrating a wide range in
abilities from ink drawing techniques, such as stippling and crosshatching, to oil painting on canvas
• Assisted AP Drawing and Painting students in assembling strong portfolios that demonstrated
conceptual thinking and technical skill
• Differentiated learning to ensure all students reached their full potential by altering use of materials
while maintaining a set overarching learning objective
• Implemented project assessments that provided detailed feedback while requiring students to reflect on
their artistic growth and effort
Teaching Philosophy
Teaching is inspiring students to be agents of change in their communities, lifelong learners,

and empowering students by placing an importance on their education. To do this I strive to
teach the importance of reflection. Students with an ability to reflect thoughtfully do not do
things because it pleases me, their teacher. Reflective students are proactive. Reflective
people consider how their actions impact their peers and community, as well as themselves. I
believe that by encouraging students to be reflective and truly value their own ideas, while
also being open to the ideas of others, we as educators can raise leaders. Teaching is also
leading lessons with content that is applicable outside classroom walls. What is learned in
school holds real value and education can help us to help others in meaningful ways.
To teach art beyond the classroom, an educator must embody these values and practice
them often. I do this by reflecting daily, looking at the world through the eyes of a maker,
and devoting time to continue my education as a lifelong learner. When reflecting, I ask
myself “What worked? What didn't work? Was the art making meaningful? Did I reach the
students?” Considering my diverse student body, these are just a few of the questions I
reflect on as I continue to build strong relationships with each of my students.
When looking at the world as a maker, I consider the role art plays and how I can
demonstrate its importance to my students. To do this, I continuously educate myself and
learn. I participate in professional development seminars, workshops, enroll in courses I
believe will help me grow as an artist and educator, and I am always researching
contemporary artists and art pedagogy. I set out to discover new things and to better
understand what I am unfamiliar with, so I can share my learned knowledge with students
and the artistic community I am a part of.
Art is based in community. This needs to be emphasized in lessons, not only

through curriculum and discussion, but also through action. As an art educator this
emphasis is a primary focus. An art teacher sees each student for a brief period of time, and
in that time it is important to create an experience that is more than skill based instruction.
The experience must expose students to the art in their own communities, as well as the
communities of others; past, present and future. By facilitating connections between
students and other community members, empathy is nurtured and students grow.

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Ingrid Richter

New Paltz High School | New Paltz, NY

Teaching is inspiring students to be agents of change in their communities, lifelong learners,

Art is based in community. This needs to be emphasized in lessons, not only

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