Teaching Philosophy

As I investigate and work within various disciplines, it is through sculpture and three-dimensional art making that allows for my deep and nuanced understanding of visual art in a verbally driven world. I teach with a focus on object-oriented learning and cross-disciplinary use of analogies. The foundational elements of art are among the most critical of my teaching as they are a constant among disciplines. The studio classroom serves as a laboratory where student artists develop the necessary skills to explore the different modes of making as a means of visual expression and communication. My overall goal in teaching is to identify and develop existing skills, build new skills, dissuade any misconceptions surrounding the mystique of the artistic process, and, most importantly, encourage exploration.

Students have their own intake mode and pace for learning, which I recognize, and respect as a way for us to connect and develop a mutually beneficial environment based on a constant exchange of communication, learning, and growing.

Communication & Criticality 

Students need to have a stake in their learning. In my classroom we achieve this by creating an environment for an open exchange of ideas and discussion through group critiques and encourage open and spontaneous discussion.  The critique remains the best assessment tool in the fine arts and allows students to rehearse the vocabulary necessary to fully engage with the subject of art. It develops solid communication and participation within the studio classroom. I ask many questions in my classroom in an effort to stimulate discussion. Students are asked to recap the lesson, goals, or objectives as a way to build confidence in their knowledge and enhance the development of their vocabulary. This level of communication in a studio classroom is a dynamic way to generate relevant content and increase dialog and art vocabulary among students.

Explorations & Expectations

It is important to the framework of any course I teach to incorporate the understanding of visual analysis as a way to develop observational skills. Students are expected to analyze and discuss their own artwork, as well as the artwork of others, in terms of composition, color, formal elements and principles of design. 

As for addressing and exploring the creative process as it relates to the individual discovery of each student, I assign keeping a sketchbook. My focus here is to inspire students to find a mode of tracking, recording, practicing, and sketching - exercises that they find most interesting to their art-making practice – and to point out and stress that sketchbooks can exist in various forms: blogs, camera rolls, paper, video, cardboard, etc., any way in which a record can be kept and ideas can be explored.  When students realize that they can set some terms for their own exploration, it ultimately inspires ownership and good habits that can develop over time; suddenly a chore becomes a self directed and desirable part of a practice.

Intersection of Art and Life

I strongly believe in a teaching practice that introduces social and cultural issues as imperative to the development of my students as artists and thoughtful human beings. Through thoughtful assignments, curriculum development and course design, students learn to think critically of the role and relationship of art and life – with the overarching belief that art, and artists are valuable and beneficial to all society.

Synthesis 

One of the most important threads throughout my teaching is to facilitate the understanding, difference, and synthesis between technical skill, craft, and the conceptual framework for thinking like an artist. There is a delicate balance of the technical and the conceptual – one can overthrow or become subordinate to the other, therefore I stress and nurture this balance throughout my curriculum. Developing craft and technical skill is necessary and rewarding in and of itself, however, it is the development of skill combined within conceptual framework that makes for a well-rounded artistic practice. Carefully and attentively treading this territory is critical to my teaching and making – it is the most challenging and rewarding space to engage as a teacher and artist. This is where it remains important that I bring all of my professional experiences into the classroom so that I can help my students make connections between art, craft, context, personal experiences, and the world.