My teaching philosophy is based on teaching experience, theories in art education, and my art practice.


Studio Thinking (@project zero, createquity), or Teaching for Artistic Behaviours (TAB), is based on the combination of common studio structures, Demonstration/Lecture, Student-work-in-progress, and Feedback/Critique, and 8 Habits of Mind or dispositions based on research in successful art classrooms across America. Similar to the Reggio classroom.


The experiential educational model focuses on process and problem solving on the actions and skills required, the stages through thinking how to do what is needed next on any project, and reflection (critical thinking), as individuals and/or in groups. It provides students with a way to gain deep knowledge of subject matter, concepts, technical skills, etc.


I taught IB Visual Arts for 3.5 years with Mastery Learning concepts and curriculum at the QSI International School of Bratislava, Slovakia. Students graduated and attend Central St. Martins, London; Leeds College of Art & Design, England; and applications to Savannah College of Art & Design, USA.


Technology is integrated in my classroom, in the following ways;

  • Digital program access, Image Manipulation, Vector Illustration etc.
  • Art Class/Teacher Blog (with assignments, links, and curriculum)
  • Blog Portfolios
  • 3D pen (access)
  • QR code research Bulletin Board


I search out the possibilities in Art Education programs, such as GCSE (UK) currently, and theories or different curriculum in Art Education.

  • Studio Thinking, by Lonis Hetland, Ellen Winner, Shirley Veenema, Kimberly M. Sheridan
  • Artful Scribbles, by Howard Gardner
  • Creative and Mental Growth, by Lowenfeld and Brittain
  • Experiential Learning in the Classroom, by Scott D. Wurdlinger


As a continuing exhibiting artist, I also bring with me experience from the professional art world and 15+ years working as a Graphic Designer in Publication design, and with illustration experience. A few of my reference books are:

  • Passion and Pedagogy, edited by Elijah Mirochnik, Debora Claiborne Sherman
  • On Not Being Able to Paint, by Marion Milner


I have participated in professional development art workshops that are provided by schools, school boards, and education associations, such as:

  • Making Ink from Plants (Budapest, Hungary, CEESA)
  • Anishnaabe traditional arts (e.g. leather craft, and storytelling, Great Moon Gathering in Matheson, ON)
  • Poser Software in the Art Classroom (Durham District School Board, Oshawa, ON)


My own interests and research have resulted in the web sites:

  • Through the Sketchbook
  • Modern Art Survey, with Women in Mind
  • Art Brut Education Kit


I provided the PD workshop to Teachers, Art for Multiple Subject Elementary Classrooms, at the QSI Eastern Europe PD days (Bratislava, Slovakia).


I am certified by the Ontario College of Teachers, Canada, and have met the Province of Ontario standards in the Visual Arts. I have also found them to be an excellent guide for my international teaching placement.


Lesa Moriarity, OCT
BFA, Emily Carr Institute of Art & Design, 2000
BEd, Queen’s University, 2007
MFA, University of Leeds, 2003