✨Teaching Artist Spotlight: Amanda Santiago✨
Amanda Santiago | Creative Literacy
Meet Amanda, our dynamic Teaching Artist, who's thriving in the classroom and inspiring her students.
Amanda is a multi-talented artist from acting to burlesque performances and entertainment reporting. She's a true jack of all trades, infusing her esoteric wisdom into her teaching with a focus on identity, spirituality, and collective consciousness.
Her journey into arts education wasn't a sudden decision but a natural calling. Teaching always felt right for her. She realized that arts education should be accessible to all, not just aspiring artists, and she embraced the responsibility to contribute to this revolution.
Amanda's fondness for BAE stems from our clear mission and unwavering support. She appreciates the way BAE encourages open discussion and conversation in the classroom, creating a welcoming space for students to express themselves unapologetically.
As Amanda continues her journey as a teacher, she's focused on providing her students with the tools they need to navigate the pathway to vulnerability. She aims to keep their creativity alive and thriving. We're excited to see where her journey leads.
What inspired you to transition into arts education? Can you share the moment or series of events that led to this decision?
While I cannot recall a particular event that led me to embarking on my journey towards art education, my decision was certainly led by a course of deep contemplation and passion-driven decisions throughout my professional career. Teaching and facilitating has always felt natural and intuitive to me, and I discovered that I would continuously stumble into these particular positions even throughout my experience as a college student. Before, I always believed I would just be an actor, or a writer, or just someone who created things for a living: but becoming a teaching artist felt like an absolute heavy and necessary responsibility. Do I feel qualified to share my knowledge with others? Am I fit to be a mentor? Am I enough? These were certainly questions I asked myself when contemplating if arts education would welcome me.
Reflecting now, there eventually came a point where I no longer believed arts education was something I had to “choose,” but was much more a necessity for myself and what I believed our city (and world) should prioritize. Arts education shouldn’t have to be targeted for “aspiring artists,” but for the child who is creative in their own independent way. I knew instantly that contributing to this educational revolution was exactly where I needed to be.
We love you at BAE. What first led to you applying to work with us?
And I love BAE! My interest in BAE began with its appeal. I find that our organization really has a clear and articulated mission for expanding arts education through several outlets, whether it be through the performing arts, community and partnership, or just being able to use our creative skills in our day-to-day lives. BAE doesn’t leave you guessing, and we most certainly make each other feel wanted, supported and accepted in our classrooms, studios and individual artistry. Prior to working with BAE, I could feel its genuine desire to provide and be of service to our city and youth. I believe that is exactly why I am here. I understand us as a whole, while equally feeling challenged and supported as an artist in a big city.
Can you recall a time when your prior knowledge unexpectedly came in handy in the classroom? How did it benefit your teaching and your students?
I’ve noticed it is a healthy act to remind younger individuals about their humanity. My course, Creative Literacy, is highly focused on the development of the self. The students, who are at this pivotal stage of growth in their life, often do not know who they are or what they want. I remind them: It is okay! I am simply here to offer the tools to help you find yourself in your own radical way. But I do recall that whenever I share bits and pieces of my life in a transparent, non-judgmental approach, it is well-received by my students. By doing this, they learn to be more creative and unorthodox in their answers, and even begin to share things they may not share in other classrooms and spaces. I realize that representing vulnerability and authenticity in the classroom has a positive influence on the students, and can benefit them in the long run by teaching them to accept themselves and the unique way in which they grow. I suppose this is something I needed as a child too.
Tell me about a time when you implemented a unique or creative strategy to build trust and rapport with your students, making them feel comfortable and secure in your classroom.
Young folks really do enjoy talking! And if you’re a teaching artist, you understand the power this holds. But somehow, somewhere, in the education system; this fire loses its spark through a series of hushes and dismisses by authority figures – let’s be real, this is the uncomfortable truth. But in our BAE classroom, open discussion and conversation is what we encourage the most. My students and I talk about anything and everything throughout our time together. I find this to be a healthy way to develop community and friendship. While this concept may not fall under a “strategy,” I believe it is quite a rebellious act to exchange perspectives. At the end, all we really have is our voice. I want my students to discover what it means to represent themselves in their own standards and share stories that define their experiences. Even in the rare case that myself or others disagree with them, I hope they understand it is healthy to unleash their words and breathe life into their self-expression. To be able to speak without judgment and to show up as themselves unapologetically is what I aim for in our collective space. And to say the least, the students have enjoyed this friendly exchange to where it has become part of their norm.
What personal qualities or skills do you hope to develop or improve through your journey as a teacher, and can you share a story about a specific experience that has already contributed to your growth?
A great piece of advice I received this school year from a fellow teaching artist was, “Kids need a pathway to vulnerability.” This revelation opened my eyes and taught me that not all children (and adults) know how to articulate themselves effectively. It seems like basic common sense, but I understand now as an adult, many of us may have skipped this chapter in our adulting handbook, only to grow up and become emotionally-stunted and creatively-hesitant people. I refuse that for my students. I aspire to share a toolbelt of skills, creative outlets, writing prompts, conversation-starters, creative stimulators and so much more for our young artists so they can locate and remember that inner-voice at an earlier age. Tending to their passion, inspiration and imagination is my main priority as a teacher. Keeping it alive and vivacious is what my teaching methodology stands for.
