Teaching Philosophy

Teaching art is an evolving activity as the role of art in culture and society is constantly reinterpreted. Students must be given a solid foundation in the principles of the art making process and be prepared for creative fields that are in constant flux. Art and culture have undoubtedly been influenced by the exponential growth of technology and it is our responsibility as twenty first century educators to ensure these new technologies are addressed in our lesson plans. Contemporary educators must create an environment where experimentation with traditional fine art practices and new media are encouraged yet rigorously examined. Students must be challenged to develop a strong sense of self, to become effective problem solvers and to explore their work with a historical lens. I believe these issues to be the main challenge of teaching art in the twenty first century.

The basis of my teaching philosophy is anchored on the utilization of three fundamental actions for visual problem solving: Looking, Thinking and Doing. I believe these actions help form a successful foundation to all creative methodologies. Teaching students about Looking is the most vital of the three. Drawing from intense observation helps students become active learners. Exposing students to art history and cultural studies allows them to see alternate viewpoints and previous solutions applied to similar challenges a student might be trying to resolve.

As students become more accustomed to Looking, it is key to also teach them to Think about what they see and how it applies to their own work. It is important to teach students how to make informed choices rather than leave things to chance. Students also need to understand the importance of setting an objective and meeting it. Art students should be required to think about solutions to visual problems whether provided to them in an assignment or self-imposed in their own studio practices. More than ever, teaching students to think about their relationship and approach to design, content and form is an integral part of the creative process.

Teaching the exploration and experimentation of ideas through process, or Doing, is the third part of my role as an educator. It is also the action I most enjoy. By focusing on the process of making art, students learn about the inherent qualities of various materials and tools within their practice. By focusing on Doing, students are also more likely to find new solutions through trial and error, thus ensuring they will successfully meet their objectives.

My role and responsibility as an educator, is to create a learning-centered environment in which each student feels I am accessible for them. I act as the catalyst for learning by encouraging students to participate, to ask for help, to be active and to be inquisitive. It is crucial to communicate information, assignments and critiques in a way that will fit the needs of each individual student’s learning style. This approach facilitates the assimilation of each lesson and ensures no student falls behind. It is also important to motivate and encourage students by means of constructive criticism.

These approaches are necessary for students to become effective and successful problem solvers. By consistently applying the three actions of Looking, Thinking and Doing, students develop a personal methodology of self-imposed curiosity, discipline and creativity. Students should have all the tools necessary to set objectives and meet them. They should also have the skills to confront emerging challenges with enthusiasm and confidence. Ultimately, my goals as an educator are met when students venture into the world as capable artists prepared to engage contemporary artistic practices and new technologies.