Harmony Turner 

       Empowering students as whole, human learners, uniquely positions me, as an educator, to inspire what I have come to define as a whole-istic teaching philosophy. My life's work is to redefine traditional academia by reorganizing the existing structure and integrating a whole-istic one; one where curriculum indefinitely involves the arts. To be an educator far surpasses the role of informer and assessor. Approaching content through arts integration enables my teaching to wholly inspire, rather than simply instruct, the many subjects in school. Students' life long success lies within self discovery and the realization that such an infinite potential exists.

       To ensure that children receive equal and transformative education, educators must first embody a heightened sense of self. Abraham Maslow “believed that humans have an inborn need for self-actualization, or making the most of oneself” (Sternberg & Williams, 2010, p. 361). This theory guides my teaching in how I engage with students, relate to their experiences, and provide opportunities for them to explore (mentally, physically, emotionally, and socially). Examples of this in the classroom include mindfulness practices, such as yoga. Yoga tools (breath, movement, and reflection) are taught and experienced by the teacher and students, in order to benefit management strategies, support effective transitioning, and embody subject content. If I want my students to become whole, human learners, I must always teach from a place of self-awareness and self-care. With that said, my purpose is indelibly committed to the implementation and prosperity of arts integration.

       The first step towards this goal is to unleash the power of imagination. Imagination drives creativity and expounds meaningful learning. Arts and imagination go hand in hand: both advocate for boundless success. For example, in addition to honing the body, mind, and heart through activities involving space, time, and quality, dance brings about a sense of wellbeing, while often providing a link to one's culture. Within a whole-istic framework, culture and diversity must be defined, experienced, and integrated. Learning what it means to be diverse brings value to one another's cultural and cognitive uniqueness. Lev Vygotsky found a duel understanding of cultural representation through externalized cognition seen in physical and social-psychological tools (Bruning et al., 2011, p. 196-197). Thus, cultural education is just as relevant a subject as any other. Our individual and collective human selves are inexplicably tied to our many diverse cultures, art forms, and abilities to transcend experience, through our multiple intelligences, into lasting knowledge.

       If educators are to make greater strides in their teaching, and see greater results in their students' abilities to explore, understand, and contribute to the world, I posit that every educator prioritize intelligence, communication, and respect. With respect to Howard Gardner's multiple intelligences, musical and bodily-kinesthetic intelligences are prominent in my classroom teaching and work, in conjunction with an arts integrated and constructivist approach. Artistic forms of expression allow for students to find their voice, whether physical, mental, emotional, or social, and become attuned to the integrity of communication. Collaborative communication is an understated necessity in the education field. Developing minds not only seek interaction but participation and reflection. When engaging in the art of communication, students can be themselves, understand their unique abilities as human beings, and discover for themselves their very important role in this world. With regards to the Marianist Values upheld by Chaminade University, and the institute wherein I am pursuing my teaching license and degree, I connect with the following: “Integral, Quality Education: The community is committed to an integral, quality education that begins with respect for the complexity and diversity of each person. All Education Division members attempt to engage the whole person with quality courses and activities that challenge the intellectual, emotional, aesthetic, physical, and ethical dimensions that make up each student's life experience” (as cited in Mize, 2016, part III). I believe this value beautifully mirrors the essence of my teaching philosophy and practices. Reflected is a dedication to connection through our most cherished human skills: respect and empathy.

       As I hone my craft, I aim to guide, protect, and nurture students' minds, bodies, and hearts. I am equipped with innovative behavior management practices, versed in the significant effects of brain-based teaching, social emotional learning, and knowledgeable in trauma-informed practices. I strive to foster the cross-pollination of arts and academics to support all learners, including linguistically and culturally diverse individuals, as well as provide outreach opportunities for families and the surrounding communities. I continue to expand my professional development opportunities and always look for ways I can embolden my teaching. Whole-istic education is a two way street. Every educator, like every student, must be given the chance to cultivate versatility in content and pedagogical knowledge, while also wholly experiencing the incredulity that is arts integration. Thus, at the crux of my purpose as an educator, is a commitment to ensuring that whole, human, integrated, education is present for all.