Philosophy of Education

Cultivate Philosophy of Education

At Cultivate, our education philosophy is deeply rooted in progressive pedagogies that prioritize hands-on, sensory-driven learning. Drawing from educational frameworks such as Howard Gardner’s theory of Multiple Intelligences, and Maria Montessori principles, we create an art education environment that nurtures cognitive, emotional, and social growth across all ages—from preschool to adults. Our vision is to cultivate technical skills, critical thinking, and personal expression, while also fostering inclusivity and representation.

Core Principles and Application

Purposeful Learning Environment:

Our classrooms are designed to provide structure while allowing creative exploration. Inspired by Montessori’s concept of the "prepared environment," we create spaces that are beautiful, inviting, and purposeful. Materials are organized and easily accessible, promoting independence, experimentation, and hands-on learning. Montessori emphasized that in a well-prepared environment, learners "construct themselves" through active, sensory-rich engagement with their surroundings (The Absorbent Mind, 1949).

At Cultivate, we extend this philosophy by ensuring that our spaces encourage collaboration, movement, and choice, supporting the development of lifelong learners. By providing an environment where students can see, explore, and grow, we foster not only artistic skill but also critical thinking and a deep curiosity about the world. This foundation nurtures both independence and a love for learning, ensuring that students are empowered to continue exploring and creating long after they leave the classroom.

Structured Learning Paths:

While we embrace exploratory learning, our curriculum is structured to ensure that students develop key skills at every stage. Our progressive course levels (A, B, and C) provide clear pathways for students to grow from foundational concepts to advanced techniques. This approach balances creative freedom with technical mastery, enabling students to thrive both artistically and intellectually.

Howard Gardner’s theory of Multiple Intelligences supports this individualized learning framework, affirming that "students should be encouraged to develop their particular strengths while also working to improve in areas where they may be less confident" (Frames of Mind, 1983). By focusing on each student’s unique learning style, whether visual-spatial, linguistic, or kinesthetic, we create opportunities for deeper, more personalized engagement with the material.

Holistic Development:

At Cultivate, we emphasize the development of the whole person, integrating cognitive, emotional, and social learning into every lesson. This aligns with John Dewey’s philosophy of experiential learning, where "education is life itself" and must engage both the mind and body (Art as Experience, 1934). We design projects that promote critical thinking, problem-solving, and reflective practice, while also fostering collaboration and empathy.
By integrating principles from nature-based education, we ensure that sensory experiences play a central role in learning. Engaging with tactile materials and the natural environment enhances students' ability to connect with their work on a deeper level. As Montessori said, "What the hand does, the mind remembers" (The Absorbent Mind, 1949), emphasizing the importance of hands-on learning for intellectual development.

Engaging with Multiple Intelligences
Our curriculum is designed to engage all eight of Howard Gardner’s intelligences, recognizing that students learn and express themselves in different ways:

Visual-Spatial Intelligence: Students work with materials such as paints, clay, and mixed media to develop a deep understanding of form, color, and composition.
Bodily-Kinesthetic Intelligence: Hands-on projects, from sculpture to installation art, allow students to engage physically with their work, building both fine motor skills and creative expression.
Linguistic Intelligence: Students are encouraged to articulate their ideas through reflective journaling, critique, and storytelling, connecting their artistic practice to written and spoken language.
Logical-Mathematical Intelligence: Through lessons on symmetry, proportion, and geometry in art, students learn to apply logic and analytical thinking to their creative process.
Musical Intelligence: Sound and rhythm are incorporated into certain projects, encouraging students to explore the relationship between visual art and music.
Interpersonal Intelligence: Collaboration is a key element of our classes, as students work together on group projects, share feedback, and learn to communicate effectively with peers.
Intrapersonal Intelligence: Reflective practices are integrated into every class, helping students develop self-awareness and connect emotionally to their art.
Naturalistic Intelligence: Inspired by nature school principles, we incorporate natural materials and outdoor exploration into projects, helping students form connections between art, nature, and the environment.

As Gardner notes, "Education must aim to develop each student’s potential in a range of areas, not just through traditional measures of intelligence" (Intelligence Reframed, 1999). Our curriculum reflects this commitment to diverse learning modalities, ensuring that each student has the opportunity to engage with the material in a way that resonates with their strengths.

Lesson Presentation and Teaching Methods
Each lesson begins with interactive introductions, incorporating storytelling, visual aids, and demonstrations to contextualize the material. This multi-sensory approach is designed to cater to different learning styles. Reggio Emilia’s emphasis on "the 100 languages of children"—the many ways students can express and interpret their ideas—is a guiding principle in our teaching methods. We believe that art education should honor all forms of expression, whether visual, verbal, or physical.

Holistic Learning Experiences
Our curriculum cycles through stages of exploration, collaboration, and reflection, ensuring that students not only learn technical skills but also develop emotional and social intelligence. By engaging in peer critiques, group projects, and reflective journaling, students grow as both artists and individuals. As Maxine Greene writes, "Art opens up spaces where students can perceive things differently, imagine new possibilities, and engage in critical and transformative learning" (Releasing the Imagination, 1995). At Cultivate, this holistic approach is fundamental to nurturing well-rounded, creative, and compassionate individuals.

Impact of Our Philosophy
Our five-year strategic plan emphasizes the long-term growth of Cultivate as a thought leader in progressive, studio-based art education. By incorporating diverse voices, inclusive practices, and sensory-rich experiences, we aim to shape the future of art education. We believe that every student, regardless of background, deserves access to high-quality, equitable learning experiences. As bell hooks writes, "Education as the practice of freedom encourages students to see themselves as active participants in shaping a more just world" (Teaching to Transgress, 1994).

Through a curriculum rooted in multiple pedagogies, we empower students to not only develop their artistic skills but also to engage thoughtfully and critically with the world around them. By focusing on both personal and social growth, we ensure that Cultivate’s students are equipped to contribute creatively, ethically, and meaningfully to their communities.

This comprehensive, inclusive approach to art education ensures that each learner is supported as both an artist and a whole person, ready to thrive in an ever-evolving world.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books.
Montessori, M. (1949). The Absorbent Mind. Holt.
Dewey, J. (1934). Art as Experience. Perigee Trade.
Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. Jossey-Bass.
hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.