Art Teacher Training – learn the benefits of our teaching certification programs designed by Mona Brookes, founder of the Monart® Method.
Monart® School of the Arts (look for the trademark) is the only Monart® that offers online art teacher certification by Mona Brookes Founder of the world renowned, Monart® Method.
If you’re looking to make a career move into teaching realistic art, don’t hesitate – sign up at Monart® School of the Arts! We provide comprehensive certification programs that are designed and developed by renowned artist Mona Brookes. Learning in your own time, our courses equip you with all the skills needed to be an inspiring teacher- so why wait? Come join us today – unleash your inner creativity and become part of something truly unique.
Becoming a Certified Monart® Teacher is an amazing opportunity for anyone passionate about art AND education. With the Monart® Project Lessons, you can help children improve their academic performance in reading skills by as much as 20%. As an instructor, you will have the chance to make a real difference in children’s lives, helping them learn how to focus better, improve their executive functions skills, and enhance their problem-solving abilities.
In addition to being able to bring these valuable results to children, becoming a Certified Monart® Teacher can also help your resume to stand out. Demonstrating that you have had professional instruction in realistic art teaching will give employers the confidence that you are capable of teaching various age groups with skill and experience.
On top of all these benefits of becoming a Certified Monart® Teacher, it’s important to note that learning realistic art this is something that everyone can do regardless of prior experience or ability level—Monart® courses are designed so students can progress at their own pace and be successful no matter where they begin. Whether it’s starting out with basic skills like drawing basics or supplementing existing knowledge with advanced techniques such as figure drawing or landscape painting, there is something here for everyone!
The advantages of becoming a Certified Monart® Teacher are boundless. Your expertise will open new doors for you as an artist; you’ll gain confidence in your abilities as both an instructor and an artist; and by harnessing your creative potential, you can become even more dynamic than before. As a Certified Monart® Teacher, you’ll also benefit from access to exclusive resources such as lesson plans, tips for classroom management, supplies for teaching art courses, where to find discounts on art materials & supplies, If that wasn’t enough you’ll be part of a growing community of teachers from around the world in which you can take advantage of networking that offers the potential to open new opportunities!
So if you’re looking for tools to enhance your own education while making an incredible impact on others’ lives through academic lesson plans and realistic art projects — look no further than becoming a Certified Monart® Teacher today! With this certification comes so much potential to make big changes in the lives of children/teens and adults all while having fun at the same time.
Below please find an excerpt from Mona Brookes’ internationally acclaimed “Drawing with Children – A Creative Method for Adult Beginners, Too.” Mona Brookes is also the author of “Drawing for Older Children and Teens.” To purchase either of these books please follow the links above.
A Note to Parents and Educators
“Ten years ago, when I wrote this note in the first edition of Drawing with Children, I could speculate hypothetically on the use of Monart with a variety of different kinds of learners. Today, I speak out as a practitioner with ten years of experience, with important data for the reader on the profound impact of this method on children’s learning.
We live at a time of such rapidly accelerating change that few thoughtful people are willing to predict what the world of work will be like for children now in school. For the graduating class in the year 2000 and further into the third millennium, the human competencies required may well be beyond our current ability to imagine. As parents, mentors, and educators of twenty-first century citizens, we urgently need to look at our curricula with a view to culling those key competencies that will provide the platform for learning and continuously relearning in their future. For this, we must consider the whole array of human skills required to create the powerful learners and thinkers these children will need to be.
No parent or teacher can afford to complacently believe that what has been sufficient until now will serve in such a future. When we examine what we have been delivering to our young and vulnerable consumers in the form of useful future competencies, we find that we have focused on teaching verbally based, orally delivered curricula. We teach with a listen-to-me approach that serves only those who respond successfully to that mode of learning.
We have undervalued those whose natural visual competencies allowed them to use these skills as artists, artisans, architects, and engineers in spite of a lack of attention and training in these modalities. We have poorly served those with average skills by failing to teach them how to capitalize on their strengths. Sadly, when a child’s ability to develop the requisite auditory processing competencies is compromised through a learning disability, we leave unused, undeveloped, and undervalued potential to learn using visual skills and other modes of learning.
In the note written for the first edition of this book, I described how drawing, like speaking, was a natural form of human communication. As evidenced in caves and tombs thousands of years old, our ancestors related their history, called on their gods for intervention, and testified to their kings’ importance, wealth, and victories through their drawings. In our time, this form of human expression is considered child’s play. Its place in the curriculum recedes as the grade level increases, to the extent that no place of honor is given on high school diplomas for excellence in art. In this small volume, Mona Brookes provides the tool to change this reality.
Visual learning can be used both to directly access all subjects and to support other modes of learning. Via the modeling, or watch-me, strategy, through visual display with pencil or computer, students can learn all the basic subjects in the curriculum if they have the “drawing alphabet,” the basics for seeing with educated eyes.
Key thinking skills in visual perception, visual-spatial organization, and visual attention to detail are taught directly by the Monart system. These skills are also measured and counted in performance tests using standardized intelligence measures. How these norms would improve if we actually started teaching these skills to all children!
Drawing also has the important advantage of being considered fun and play. Because it has not been an academic subject, measure and judged as having reading and math, it is free of most of the baggage related to fear of failure and anxiety around academic success. People are willing to do it for the very pleasure of it, and if encouraged to learn how to do it in the climate of safety provided by Monart, they would build the competencies described above without even knowing they were doing this.
Indeed, this is exactly how we use it at the Vancouver Learning Centre, where Monart is prescribed for learning disabled children whose visual competencies have been compromised. Once they build these skills to the required thresholds, we can much more easily teach them to read, write and spell. Thus, it becomes part of the basic skill platform used to develop the academic subjects. At our Learning Centre, Monart drawings are displayed in colorful array everywhere children look. Their artwork earns these students a place of pride in our community. No wonder they are so willing and eager to do it!
We also use the Monart method with children whose visual competencies are intact, but whose auditory processing competencies are compromised. Here, we use it as a reward and relief from the stress of continuously focusing on their weak areas. These children love to do it and sometimes unusual talent emerges, having been hidden under the heavy burden of low esteem in general and low value for what they can do well. These children learn rapidly and often blossom as human beings. This provides new energy and confidence for learning in other areas. It also directs them to consider carrier options where these skills are important, such as work as visual artists, artisans, architects, and in the use of electronic media for building and design.
We are a two-handed, two-footed, bilateral, bicameral, multifaceted species. In the future, visual skills of every kind, from drawing to visioning, will need to be primed, to stand equal with all our other skills. It makes no more sense to ignore its development than it would to tie one hand, or one foot. We need the full flow of all our human skills to deal with a future so challenging and complex that we can hardly imagine it.
Mona Brookes’ wonderfully simple and engaging system provides a tool for all teachers and parents to provide the gift of visual competence to their children. It offers special educators the tool both to bring impaired skills to new thresholds of competence and to reward visual learners with an activity of choice that builds self-esteem and produces new confidence.
Insights of genius tent to be simple and elegant in expression. Once understood, we almost cannot imagine why we didn’t think of it before. In the last ten years of use at the Vancouver Learning Center, we have observed the power of Monart to transform the lives of hundreds of learners. As parent, teacher, and psychologist, I recommend it to you without hesitation.”
Geraldine Schwartz, Ph.D.
Founder and President
Vancouver Learning Centre