Teaching Philosophy
|
My intent as an educator is to share my approach to life as a constant learning process, igniting students’ interests and curiosity to continue exploring the world around them. Most learning occurs via experimentation and action, making or doing greatly enhances the solidity of knowledge. The art classroom enables such hands-on experience and project-based learning through an integration of craft and concept, where students make, reflect on the process, and contextualize their making within both art history and the larger world around them.
I aim to facilitate this process by pushing students to think in depth about their work, primarily by posing questions that prompt critical thinking about the how, what, and why of what they are making. This process often occurs in formal critiques and discussions. Critique is an important evaluative component of teaching art, as well as the vital discussions that happen regularly within the classroom, individually and as a group. I approach both activities with the Socratic model in mind, where I act as a guide to stimulate thinking with questions or redirections, but give no set answers. I allow students to help shape the dialogue and find their own paths, which fosters greater problem solving abilities and creativity.
I have worked in many different settings and with varying educational styles, which has allowed me to synthesize strategies for maximum effectiveness in the classroom, testing them as I go along to see which methods may work, or not, in fluctuating situations. I tend to approach learning through collaboration and cooperation, and aim for student-centered resolutions to take place when possible. One of the first projects we work on in the Beginning Sculpture course is centered around finding the artist’s voice and delving into what is important to the student on a personal level, which allows them to listen and trust their own instincts and find connections to their work. I structure lessons with guidelines, resources, and techniques, but attempt to avoid specific outcomes. This builds a sense of agency, where students are encouraged to work out their own problems utilizing learned techniques and discussions with their peers as a sounding board for their ideas. They work together to help each other, as well as facilitate group discussions and learning, rather than a teacher-centered model.
Acceptance and trust allow creativity to flourish. I promote a climate where students feel respected and are treated fairly. I do this by having a friendly atmosphere with open conversation, one on one time with each student, and flexible class time that enables students to play and make mistakes while making. By keeping the classroom environment amicable and professional, I allow students to freely express their needs, ask questions, and experiment in their work, while also providing boundaries to give a sense of security and consistency.
I approach teaching with preparation but also a sense of flexibility. I aim to meet each student where they are, and through one on one conversations I can help them progress more directly. I encourage students to explore various possibilities and solutions to their problems. Through exploration, perseverance, and conversations with myself and their peers, I help students bring their own ideas to fruition. Development and growth are the key factors in a successful learning experience. I aim for my students to walk away from my classroom with an expanded ability to think critically, ask questions, and utilize the making process as a way to investigate ideas and find a path forward.
I aim to facilitate this process by pushing students to think in depth about their work, primarily by posing questions that prompt critical thinking about the how, what, and why of what they are making. This process often occurs in formal critiques and discussions. Critique is an important evaluative component of teaching art, as well as the vital discussions that happen regularly within the classroom, individually and as a group. I approach both activities with the Socratic model in mind, where I act as a guide to stimulate thinking with questions or redirections, but give no set answers. I allow students to help shape the dialogue and find their own paths, which fosters greater problem solving abilities and creativity.
I have worked in many different settings and with varying educational styles, which has allowed me to synthesize strategies for maximum effectiveness in the classroom, testing them as I go along to see which methods may work, or not, in fluctuating situations. I tend to approach learning through collaboration and cooperation, and aim for student-centered resolutions to take place when possible. One of the first projects we work on in the Beginning Sculpture course is centered around finding the artist’s voice and delving into what is important to the student on a personal level, which allows them to listen and trust their own instincts and find connections to their work. I structure lessons with guidelines, resources, and techniques, but attempt to avoid specific outcomes. This builds a sense of agency, where students are encouraged to work out their own problems utilizing learned techniques and discussions with their peers as a sounding board for their ideas. They work together to help each other, as well as facilitate group discussions and learning, rather than a teacher-centered model.
Acceptance and trust allow creativity to flourish. I promote a climate where students feel respected and are treated fairly. I do this by having a friendly atmosphere with open conversation, one on one time with each student, and flexible class time that enables students to play and make mistakes while making. By keeping the classroom environment amicable and professional, I allow students to freely express their needs, ask questions, and experiment in their work, while also providing boundaries to give a sense of security and consistency.
I approach teaching with preparation but also a sense of flexibility. I aim to meet each student where they are, and through one on one conversations I can help them progress more directly. I encourage students to explore various possibilities and solutions to their problems. Through exploration, perseverance, and conversations with myself and their peers, I help students bring their own ideas to fruition. Development and growth are the key factors in a successful learning experience. I aim for my students to walk away from my classroom with an expanded ability to think critically, ask questions, and utilize the making process as a way to investigate ideas and find a path forward.