Meet Vânia Mendanha

Vibrant, passionate, and deeply dedicated to her craft, Vânia brings a rich artistic background and a personal touch to her role as Lower School Art Teacher at ISL. With a strong belief in the power of creativity to inspire, transform, and connect, she helps her students explore their unique voices, embrace their creativity, and build confidence.

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Could you please introduce yourself and tell us about your role at ISL?

I’m Vânia Mendanha, originally from Portugal, I have a degree in sculpture and a deep passion for art. I started teaching in 2003 and I’ve been at ISL since 2017. This year I have the joy of working with students in Kindergarten, Grade 4, and Grade 5. I love embracing the unique stories each child brings to the art studio and helping them express their creativity in meaningful ways. I’m also a proud mom to Matilde and Mateus, who are 9 and 4 years old and part of the ISL family. Every day I rediscover myself in all my dimensions: as a woman, as an artist, as a teacher… but being a mom is my favourite thing in the world, and it helps me understand the challenges parents face in these days of technological acceleration. That is why as an educator, I see myself as a “dream catcher,” inspiring students subtly through enthusiasm, example, and a focus on cultivating empathy, resilience, and passion. My goal is to help children explore their artistic journeys while developing important life skills.

How has your experience been over the years, and what changes have you seen in the art programme at ISL?

Unfortunately, the arts are increasingly marginalized in curricula worldwide, a trend that contradicts the growing need for the healthy development of children. Society often prioritizes subjects like Math and Literacy, overlooking the essential role of the arts in helping children connect with the world and their own emotions. The arts offer a unique opportunity for children to forge connections, discover their individuality, and express their unique voices. Reducing the role of the arts not only limits personal growth but also hinders their potential to contribute meaningfully to an ever-evolving global landscape.

At ISL, the arts are embraced as an integral pillar of education, reflecting the school’s commitment to fostering creativity and self-expression as essential components of holistic development. Being part of a community that places such profound value on the arts is a privilege, as ISL recognizes their transformative potential in shaping young minds. The arts are not merely supplementary but foundational to fostering emotional intelligence, critical thinking, and self-assurance in students. Through diverse forms of artistic expression, including music, visual arts, and theatre, students are encouraged to delve into their imagination,explore complex ideas, and develop a wide range of skills that transcend the classroom. For me, it is essential that children engage with all mediums that contribute to their sense of aesthetics,( considering the aesthetic chaos of the moment.) This immersive and dynamic engagement prepares them to navigate a rapidly evolving world with adaptability and vision. By cultivating an environment that nurtures creativity and innovation, ISL inspires students to connect deeply with their own voices, appreciate the interconnectedness of human experiences, and contribute meaningfully to society with empathy, curiosity, and a sense of wonder.

As a graduate in sculpture from the Faculty of Fine Arts in Porto, how has your artistic education influenced your teaching style and approach in the classroom?

Children discover through their bodies, emotions, and imagination. Symbols and images have the power to connect them to these discoveries. In a society increasingly immersed in technology, children often become disconnected from their own bodies, unfamiliar with them. The arts provide a natural and instinctive way to engage with materials, allowing for a sensory connection. This is essential for holistic development. That’s why most of my approach is hands-on. Like my sculptures, drawings and paintings…they are the result of my contact with the tools and materials. They become an extension of my ideas and my body. I believe we need to feel things to understand them and make connections with our learning. Feeling materials and embracing "mistakes" as opportunities are essential for fostering creativity and growth in children. Engaging with different textures, shapes, and substances stimulates sensory development and sparks curiosity, while reframing “errors” as chances for discovery nurtures resilience and adaptability.  A hands-on approach actively engages their senses, curiosity, and problem-solving skills. By interacting with their environment through play, exploration, and tactile activities, children develop critical thinking, motor skills, and emotional resilience. This experiential learning fosters a deeper understanding of concepts, enhances creativity, and builds confidence, laying a strong foundation for lifelong passion for learning, discovery and growth.

What does a typical day look like for you as the Lower School Art Teacher?

I approach each day organically. I arrive and I prepare the art studio with an intuitive understanding of what each class/artist might need that day. I like to observe their progress, interactions, and interests, and I prepare the materials and plans with flexibility, allowing space for the unexpected - my favourite part of teaching! I can’t see myself as a teacher without adjusting the projects based on the energy or questions that arise. I like to meet the dynamic nature of my students. For me, teaching, especially young children is less about enforcing a rigid structure and more about creating an environment where each student’s voice and creative flow can flourish. An atmosphere where experimentation and risk-taking are valued. Some students may need encouragement or reassurance, while others might be bubbling with ideas and eager to dive in. I like to know the students well enough to know when to push them further or when to pull back and let them find their own path. By the end of the day, after engaging with different classes, I reflect on the connections made. Each student’s unique process or idea becomes part of my ongoing preparation for the next lesson. I see teaching as a continuous cycle of growth, where each lesson is not just about imparting knowledge, but about helping students connect their inner worlds with their external ones in ever-deeper and more complex ways.

What do you love most about your work at ISL?

The students and their transformations.

You are actively involved in both group and individual exhibitions. How do these experiences as an artist inform your teaching and inspire your students?

Participating in both group and individual exhibitions allows me to stay deeply connected to the creative process and the ever-evolving art world, which enriches my teaching by bringing real-world experiences and fresh perspectives into the art studio. Sharing my journey with students—whether it’s the challenges of conceptualizing a piece, the process of preparing for a show, or the collaboration involved in all the projects with my father and brother (which involve all the dynamics of a class) serves as a powerful way to inspire them to explore their own creative potential and view art as a dynamic and meaningful practice.

Can you share some details about your artistic works, such as the murals, medals, and trophies you've created? What do these projects mean to you?

All my works are an extension of my ideas, my concerns and my searching. They question relevant issues we face in the 21^st century, referring to the silent increase in inequalities and the danger of drastic setbacks in achievements in terms of human rights at a time when invisible borders are intensifying. For me there is no aesthetic without ethic. I believe in this as an artist, as a person and as an educator. I believe that art has a constructive role and great responsibility for humanity, assuming a close and subliminal relationship with the observer, provoking emotion, feeling, reflection and, consequently, educating and transforming.

Some of my works (created in collaboration with my father and brother) are commissioned pieces that materialize an idea aligned with the purpose of the project. Namely, "O Homem do Mar" in Madeira, "D. Afonso Henriques" in Brazil, "MIG" in France, and the tile Mural for the 450th Anniversary of Esposende as a City, among others. In these works, there is a meticulous study of the requirements (brief) presented to us, without compromising our aesthetic vision. My original works reflect a personal need to explore my concerns through the elements of art. This ethical and aesthetic awareness is fundamental to how I teach and present each concept.

My artistic projects represent me, just as my teaching style does. I hope, in some way, to inspire my students to think about this constantly changing world and to aspire to become agents of change with a profound ecological vision, understanding the interconnectedness of all living beings and the environment. It recognizes that our actions have profound and lasting impacts on the planet, and that sustainable practices are not just an option but a necessity for preserving the health of the Earth for future generations. This vision is grounded in the idea that humans are not separate from nature, but an integral part of it, with a responsibility to protect and nurture the ecosystems we rely on.

Your sculptures often reflect themes of duality and belonging between Luxembourg and Portugal. How do you encourage your students to explore their own identities and backgrounds through art?

As I mentioned before, for me there is no aesthetic without ethic. I believe in this as an artist, as a person and as an educator. So, according to their ages, I try to encourage the students to explore their identities and backgrounds through art. This involves creating a space where they feel both safe and inspired to express themselves authentically. Just like my sculptures, which, for example,  reflect themes of duality and belonging in Luxembourg and Portugal, I encourage students to use art as a tool for self-exploration and and understanding of their own cultural and personal narratives.

What do you believe is the importance of art education, and what are the primary goals you aim to achieve with your students?

Art allows children to explore complex emotions, process their experiences, and make sense of the world in ways that other subjects often do not. Through artistic creation, children are not simply learning technical skills; they are learning to communicate their inner worlds, confront challenges, and experiment with their identities. In this process, they develop a sense of autonomy and agency, gaining the confidence to articulate their thoughts, feelings, and ideas—skills that are crucial for both personal development and social interaction. As Howard Gardner, renowned psychologist and educator, argued in his theory of multiple intelligences, the arts engage not only intellectual faculties but also emotional and creative capacities, which are indispensable for fostering self-awareness and personal growth. In an increasingly complex and interconnected world, the ability to think creatively, adapt, and express oneself is indispensable. In this sense, art education becomes a critical tool for helping children reclaim their sensory connection to the world, offering a bridge between their inner lives and the external world they seek to understand. Art is a constant discovery of beauty in thinking and acting, an essential skill in an increasingly virtual, cold, and standardized world.)

What are some of the most important skills you hope to instill in your students as they engage with art?

As students engage with art, I aim to nurture skills that go beyond technical proficiency, fostering their growth both as artists and individuals. Creative thinking and problem-solving are central, as art encourage students to experiment, embrace trial and error, and build resilience. I also prioritize self-expression and confidence, creating a safe environment where students explore their identities and trust their unique voices. Attention to detail and patience are cultivated through practices that require perseverance. Collaboration and communication thrive in group projects, where students exchange ideas, offer feedback, and develop interpersonal skills. Art also fosters cultural awareness and empathy by exposing students to diverse perspectives and encouraging an appreciation for global and local contexts. Reflection and self-assessment are integral, as students learn to analyse their work, embrace a growth mindset, and view mistakes as opportunities for learning. Finally, innovation and risk-taking are key, as the creative process challenges students to step into the unknown, try new approaches, and value exploration. By cultivating these skills, students not only become more accomplished artists but also more adaptable, empathetic, and confident individuals, ready to engage with the world in meaningful ways.

How do you define the success of a student in the visual arts, both in terms of skill development and personal expression?

I dislike the word "success" and the significance our society attaches to it; for me, success is subjective and intrinsically tied to growth. I find the societal emphasis on "success" particularly concerning, especially for young children, as it creates undue pressure and imposes rigid expectations that often overlook their individual journeys and well-being. This relentless focus on achievement, combined with the demands of structured routines, can stifle creativity, self-expression, and genuine growth, leaving little room for exploration and learning through mistakes. Having said this, I believe that “success” in the visual arts is about more than just technical ability—it’s about a student’s journey of growth and self-discovery. It involves believing in themselves, developing confidence in their unique creative voice, and embracing their individuality. Growth is evident when they refine their technical skills while pushing the boundaries of their imagination and exploring new ideas. Taking risks is a vital part of this process, as it shows their willingness to experiment, challenge conventions, and learn from both successes and failures. Being open-minded allows students to approach their work and others’ perspectives with curiosity, embracing diverse ideas and inspirations. Empathy emerges as they engage with art that reflects different cultures, histories, and human experiences, helping them connect with the world on a deeper level. Ultimately, success in visual arts lies in becoming a reflective, adaptable, and courageous creator who uses art to express themselves and impact the world meaningfully.

Can you share a memorable project or achievement from your time at ISL that stands out to you?

That’s a difficult question… I think all the projects are memorable because they are part of the understanding of the creative process. Having said this, any project that helps students believe in themselves, overcome challenges, and recognize their potential is especially meaningful. Similarly, those projects that inspire students to realize they can make a difference, that they carry their dreams within them, and that they have the power to create the changes the world needs are truly unforgettable. The belief that students, no matter their age or background, have the power to shape the world—that their voices, their dreams, and their actions matter.  So, a lot of projects were memorable as I saw a transformation in the students. Many entered the process with self-doubt or a limited view of their own potential. But through the act of creating and reflecting on, they discovered that art doesn’t just serve as an expression of their identity—it becomes a declaration of their commitment to shape the future, it is about igniting a spark of belief in themselves and in their ability to contribute to the changes we desperately need in the world. For me, seeing students realize this transformative potential, not only as artists but as agents of change, has been truly unforgettable. It’s the kind of experience that stays with you and fuels the belief that we all, as educators, have the power to help students discover their own potential to make a difference. 

What do you think is unique about ISL?

I wouldn’t say unique, but something that differentiates ISL is that we are a school with a holistic approach and a student-centered focus. It means we prioritize the whole child—considering not just academic growth, but also emotional, social, and personal development. And the arts play an essential role in this holistic approach. This kind of school environment fosters individualized learning, where students are seen as active participants in their own education rather than passive recipients of information. It nurtures well-rounded individuals, prepares students for life beyond the classroom, and fosters a supportive, inclusive environment where each child’s needs are addressed. Students are encouraged to explore their passions, develop resilience, and build character. This approach not only equips students with the knowledge and skills they need but also fosters a sense of purpose, adaptability, and global citizenship that prepares them to thrive in an ever-changing world.

Please describe ISL in five words.

Inspiring, Transformative, Caring, Inclusive. Passionate.