Teaching Philosophy
When teaching, I bring my own history and experience, as do my students. Every student enters my classroom as an equal, while still retaining their individuality as artists. Under my guidance, students leave with the ability to see a project through from concept to finished piece, explain their work within the context of contemporary art, and organize their time efficiently.
Students mature through the process of metacognition - learning how they learn effectively. I engender growth through the development of visual and verbal communication with a strong basis in creative problem solving. Each assignment begins with the generation of three or more ideas with accompanying process work. By working through multiple possibilities, students surpass the expected to create multidimensional, conceptually strong projects.
Teaching art is about more than just aesthetics, which is why I include reading and writing portions with each project. Students are required to research other artists, critically analyze the work of their peers, and verbally articulate their concept. I introduce students to contemporary art practice through interactive lectures and hands-on demonstrations, but the most effective method is for the students to discover these things through their own research. Students stay abreast of current events in the art world through assignments such as, reading art blogs and periodicals, visits to the library, attending gallery openings, and creating work beyond school assignments.
In introductory courses, it is imperative for students to first master the technical skills from which to advance conceptually. If a student cannot cut a straight line or focus a camera lens then their concept will suffer. Beyond the basics of craft, I also test for analysis and synthesis of ideas to see if students have applied what they learned and analyzed the outcomes. These secondary stages of cognition are visible in the students’ writings and research assignments. The goal for students is to make broader connections and informed decisions when problem solving. Through this process, I can assess how they are developing as artists and my success as a teacher. Teaching for me is a lifelong pursuit; I am continuously thinking, evaluating, and responding to the needs and particularities of each class. My role as an educator is focused on the cultivation of future artists and art professionals.