Teaching Philosophy

In the studio classroom, I create a community atmosphere for student artists to grow into themselves. In a safe yet challenging environment, they explore new concepts and steadily foster a critical eye as they gain hands-on experience with materials and refine their skills. The studio is a site of experimentation and risk taking that leads to a deep, critical understanding of art and the world at large. During the first week of class, I make an effort to know each student by name, major, artistic interest, and experience. I create collaborative and interactive activities designed to lower inhibitions and encourage the young artists to form important bonds with each other.

My impetus in the classroom is to raise the level of students’ question-asking-abilities, to challenge students to establish their ideas through a process of critical analysis, and impart an awareness that knowledge is an ever-changing progression, based on action, information, experience and contemplation. Students are faced with the act of making art from multiple and related standpoints: as a distinct embodied practice entailing discovery of unique physical characteristics of their medium, as a means of thinking through ideas and expression of viewpoints, and as having an impact on the visual world of their time.

 I instill a strong foundation in core skills in a creative, inspiring, and professional work place. Through experiential learning practices, students work towards mastering skills and techniques related with their artistic practices, while simultaneously elevating their ability to think critically. Their solid foundation in theory and practice leaves them with a better understanding of how to remain self-inspired and disciplined.

People appreciate learning step by step so they can comprehend processes from inception through completion.  I am known by students for offering clear, useful, and inspiring lessons as well as being fair and enthusiastic.  I have invested a great deal of time developing and improving upon a detailed grading system that evaluates skills, techniques, attendance, and improvement. Because of this transparency, students learn right away what to expect from me and what I require from them.
 
Appropriate language and proper terminology can have a professionalizing effect on young artists. Words can serve as a catalyst for students to look critically, and as a means of linking previous information and concepts to a current lesson; however, only when students understand the social, cultural and political potential of art can they fully comprehend the potential of their own work.
 
My students benefit immensely from my investment in them, but it is their diversity and their desire to embrace the new that is their gift to me as an instructor and to the future of art. I demand fine-tuned craftsmanship and professionalism. As they acquire skills through disciplined practice, students are encouraged to explore and experiment in new unchartered ways.  Just as the history of art-making is integral to my pedagogy so too is my commitment to remain open to any and all changes--technological advancements, aesthetic shifts, and new ways of interpreting information.
 
My job as instructor is to enhance students ability to critically analyze cultural, historical, and contemporary art practices. While they are learning to analyze artwork within a contemporary context, they are also required to share their reflections on a class blog. This encourages continued dialogues about their personal artistic discovery process. We attend artist lectures, and regularly visit galleries and museums. I have organized group exhibits of my students work a local gallery where students working together, learned how to install an exhibit. The exhibition not only was a source of pride for students, it also brought with it an awareness of their potential to exhibit their work in the future. Teaching young artists to take action through art-making leaves a most lasting impression. My students emerge from my courses as engaged, thoughtful artists with a clear appreciation of their own ability to contribute to the future of art.