C A I T L I N L A N G

82 Pine St. Apt 2, Stoneham, MA 02180

cait0lingo@gmail.com | 781-258-2390
caitlinlang.weebly.com

LICENSES, CERTIFICATIONS, & PROFESSIONAL AFFILIATIONS

Massachusetts License #: 479130
Visual Arts Pk8, Initial; September 2015
Visual Arts 512, Initial; September 2015
CPR Certied, June 2016
First Aid Certied, June 2016
National Art Education Association Member, June 2016

EDUCATION
Tufts University in aliation with the School of Museum of Fine Arts, Boston, MA
Master of Arts in Teaching (MAT), Art Education | May 2015
University of Massachusetts Boston, Boston, MA
Bachelor of Arts, Major in Art and a Concentration in Art History | May 2014

Summa Cum Laude

Bunker Hill Community College, Charlestown, MA

Associates Degree in General Education | Dec. 2011

TEACHING EXPERIENCE
Kidcasso Art Studio, Wakeeld, MA
Party and Event Coordinator | Nov. 2016 Present

Facilitates learning for students with engaging and energetic art lessons

Organizes and prepares for kid-friendly art events for families and students

Belmont Public Schools, Belmont, MA

Professional Aide | Nov. 2016 Present
Working one on one with student to help tailor and accommodate curriculum to the student's
Individualized Education Program.
Belmont Public Schools, Belmont, MA
Long Term Substitute Teacher | Sep. 2016 Present

Covered the twelve week absence of middle school art teacher

Designed and taught state standards driven art curriculum for grades 5-8

Collaborated with other art teachers on a multi-class elective art show

Ran PTO sculpture club after school

Melrose Public Schools, Melrose, MA

Teacher | Sep. 2015 June 2016

Designed and taught interactive curriculum for afterschool art and STEM classes; grade levels
ranging from K-5

Helped build the programs lesson library by submitting a written lesson each week

Inspired enduring understandings about community, cultural diversity, and self expression

C A I T L I N L A N G

82 Pine St. Apt 2, Stoneham, MA 02180

cait0lingo@gmail.com | 781-258-2390
caitlinlang.weebly.com

Summer @ Tower, Marblehead, MA

Teacher | July 2016 Aug. 2016

Designed and taught art lessons for students ages ranging from 3-14 years old; lessons were
dierentiated to meet the needs of all age groups

Taught 3D design courses to 9-14 year old students

Teacher | June 2015 Aug. 2015

Designed and taught dynamic and stimulating lessons for ceramics, mixed media, and 3d design
classes; student ages ranged 9-14 years old

Showcased students work in a lively end-of-summer art festival

Education Inc., Allston, MA

Hospital Teacher | Aug. 2015 Jan. 2016

Designed and taught curriculum for Math, English, Science, and History for students hospitalized and
away from school for mental health rehabilitation; grade levels ranged from K-12

Lessons connected classwork to students prior knowledge and passions

Museum of Fine Arts, Boston, MA

Teacher | June 2015 Aug. 2015

Designed and taught art lessons around museum exhibits; student ages ranged from 5-10 years old;
course themes ranged from toymaking to the arts of Europe

Utilized storytelling, game play, artful thinking exercises, and visual thinking strategies in gallery
spaces

Lincoln Elementary School and Hoover Elementary School, Melrose, MA

Student Teacher | Sep. 2014 Apr. 2015

Designed and taught lesson plans for grades K-5

Facilitated and advised students during projects and activities

Museum of Fine Arts, Boston, MA

Teaching Assistant | Sep. 2014 Nov. 2014

Assisted with Saturday studio art classes for 7-8 year olds

The Natick Summer Program for Early Intervention for Children with Special Needs, Natick, MA
Teacher | July 2015

Designed lessons and co-taught elementary aged children with a range of special needs

Enhanced student enjoyment of lessons by incorporating game play, story-telling, and music

COMMUNITY SERVICE
Cradles to Crayons, Brighton, MA
Volunteer | Dec. 2015

Volunteered for a non-prot that outts families with winter essentials

Lucius Beebe Memorial Library, Wakeeld, MA

Volunteer | Apr. 2008 Mar. 2013

Participated in a meet and greet each spring with library patrons at a popular annual fundraiser

Participated as a judge in the 2013 Massachusetts Library Associates Public Relations Award

C A I T L I N L A N G

82 Pine St. Apt 2, Stoneham, MA 02180

cait0lingo@gmail.com | 781-258-2390
caitlinlang.weebly.com

TEACHING PHILOSOPHY

Artisaninteractive,envelopingprocessinwhichtheartistcommunicatesandreectsonperceptions.Art

education encourages visual literacy and critical thought. It is my job as an art educator to address and
validate my students interests and needs through what I teach them. Theseaspectsofmyteachingexpress
to students that art is a means of communication and connection.
Art education provides students the opportunity to become visually literate. The impact of visual
communication is greatly interlaced within our everyday lives. Art is composed of various purposeful
elements. As an art teacher I draw on examples from the past to enforce the idea that all good creative
endeavors have meaning behind them. For example, Japanese tea houses were thoughtfully constructed.
Tea house designs were not only artistic, they were also political. In its time, the teahouse was prized in its
ability to diuse class distinctions. After discussing the purposefulness of architectural design components,
students could be asked to design their own space. Each element of design should be intentional and
decisions should be informed by thespacesintendeduse.Theartroomwouldprovidestudentsasafeplace
to ask questions and experimentwithideas,handson.Laterdiscussionsofpopularculturecouldbecovered.
Theclasscouldanalyzeadvertisementsandwhetherornottheirmessageswereclearorifthetopicsbecame
twisted and misrepresented by the imagery.
Art educators should helpengagestudentswiththesubjectaccordingtothestudentsowninterestsand
prior knowledge. If lessons are designed with enduring understandings to which students feel connected,
then they will want to explore these conceptsmoreindepth.Forexample,ifIweretointroducealessonthat
examines community, the discussion might start on the topics with which the studentisfamiliar,withsuchas
loved ones, school environment, and neighborhoods. This conversation could develop from micro to macro
forms of community. Community makes up many dierent aspects of our lives and it is composed of many
dierent threads and textures. Students could be given with the opportunity toextendtheirpossiblenotions
of the topic working with a weaving, project. In connecting the big idea of community to the medium of
weaving students will explore the topic hands on.
Based on the subject of art, students can understand that there aremultiplewaystoansweraquestion.
It is important for educators to encourage the exploration of many perspectives. Providing opportunities for
collaboration andademocraticclassroomclimatecanhelpemphasizetostudentsthattheworldisnotlimited
to binaries. For example, to get a second grader excited about an artwork, I might have them place
themselves within the scene and encourage them to talk about it. In this type of class discussion and
game-play, students are asked to form theories and concepts of their own whilerespectfullyacknowledging
others opinions. There are no denitive answers in this activity. Students can feel condent and unafraid to
voice their ideas in my art classroom. An art class environment, curriculum, and teachers attitude should
reect not only on the multiplicity of the subject but on the intricacy of all things. When studentsappreciate
that art is subjective, they can begin to unravel greater concepts such as tolerance and love.