Delainey Wyville
artist
art educator
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Teaching
→ 2026
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2025
→ 2024
→ 2023
Contact-
email- Delaineywyville@gmail.com
instagram- @Delainey_Art_Updates
What I Teach
Specializations
● Jewelry/Metalsmithing● Painting (Oil/Acrylic)
● Drawing
● Printmaking (carving, intaglio, collograph, lithography)
● Ceramics (wheelthrowing/handbuilding)
● Sculpture/Installation
● Papermaking
click here to veiw my resume
Lesson Plans
Screen Addiction (high school)
Animal Migration (elementary school)
Why I Teach
I’ve been playing teacher since the age of 7. My parents brought home a big whiteboard and hung it on the wall and I knew exactly what to do with it. I herded two of my younger siblings onto our tiny art table and lectured away. Somehow, I convinced the rest of the neighborhood kids to join and before long, our basement playroom was cramped with seven kids all calling me Miss Wyville and passing notes back and forth. There was something particularly exciting about my “art class.” The creativity it demanded of me and of my “students”. I couldn't just parrot back whatever I was learning in my first first grade class, I had to design a new lesson based on what my neighbors could do. True, this could have just been the bossy older child in me, but I really do credit this time of my life as the beginning of my love of teaching. I love to create a framework for people to learn, create and play within.
Each student has an individual experience and it is vital that they all feel that they can relate to the content we learn about which is why my lessons focus on arts from a variety of genders, religions, and ethnicities, and in traditional and nontraditional media. When students feel they have a stake in the content area they invest in it more deeply.
It is important to me that my students behave like artists. Projects with foregone conclusions and copy-paste outcomes don’t excite me. I aim to create an environment that delivers open ended projects with potential for exploration and creative problem solving. When teaching a second grade class during my student teaching I gave each student a brown paper bag with a mystery collection of art supplies, telling them they could only use what was in their bag and they had to use each material, outside of those instructions the project was up to them. What resulted was questioning, failings, learning from those failings and ultimately the creation of pieces well above what you would expect from second grades featuring wide ranging subject matters and formal executions.
I want to make my students good citizens of the art classroom. I lead classroom discussions and turn and talk activities that encourage creative collaboration. I set up classroom norms that provide students with access to a variety of materials and require a high level of care and responsibility. Once these norms are established students feel they are trusted in the classroom; they become more confident taking risks and exploring new ideas and are able to execute those ideas independently.
This sort of open classroom requires me to have well developed classroom management techniques. In my time teaching summer camps I have found just how responsive students are to the energy I provide. If students come in sleepy, I respond with a bright, quick and springy pace. After a few I see them start to perk up. When they come into the classroom chattering and wiggling in their stools I alter my energy, lower my voice, move slower, pause longer between my sentences, without any direct instruction students respond in turn, settling and preparing to slow down and learn.
I have also developed a sensitivity to what different students respond to. I reflect on a time I was too stern with a first grader and saw her eyes start to well up after the scolding. I think what defines my teaching style is how I responded afterwards. I was willing to apologize to the student, to stop and discuss where I was coming from and where she was and most importantly to reflect after. I consider how I could’ve set expectations more clearly and prevented the moment in the first place. I have failed countless times and each time I have learned and grown. I want to model that for my students and show them they can do the same.
My ultimate goal as an art educator is to provide students with opportunities to connect to the curriculum. I want my students to ask questions and make discoveries. I want my students to feel a sense of shared ownership and responsibility for the art classroom. I want my students to fail, to make mistakes and to try again.