My journey in instructional design has reshaped my personal philosophy of education, drawing parallels to the transformative nature of art evolution. While I was never an art major nor a true art connoisseur, my exposure to foundational art knowledge stemmed from an art history class during my undergraduate years, taken primarily to fulfill an elective requirement. Initially hesitant, I found myself unexpectedly captivated from the first class, learning about different art movements, particularly the style of impressionism. 

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The emergence of impressionism in the late 19th century marked a significant shift in artistic expression. Despite an initial lack of appreciation for masterpieces like Van Gogh’s “Starry Night,” Monet’s “Water Lily Pond,” or Manet’s “Grand Canal in Venice,” these works eventually gained the acclaim they deserved. While these and other artists of the time faced resistance from the art community for deviating from the traditional norms, these pioneering artists courageously continued their fight for acceptance, eventually paving the way for a new artistic paradigm.

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Similarly, this transformative shift in art parallels the evolution in education, evoking the notion that teaching no longer necessitates the rigid, one-size-fits-all methodologies.

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Today, we recognize that learning can be achieved through any number of deliveries, offering opportunities for greater personalization, more targeted instruction, flexibility and accessibility. Most significantly, learning can be a more enriching experience for learners. Just as in the realm of the art world, education boasts numerous pioneers who have paved the way for present and future educators, leaving enduring impressions that can be imparted to all learners.

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My philosophy is centered on crafting instructional experiences that leave a lasting impact and will foster positive learning journeys as I aim to create tailored instruction that will resonate with each learner, acknowledging that one-size indeed does not fit all.