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Statement of teaching philosophy

I approach teaching using a variety of methodologies that evolves learning to make art through thinking, seeing, doing, and critical review. Students thrive when exposed to an art making process that includes theory, history, practice, and criticism of art. This process prepares students to become future professional designers and artist that will be forward leaders in the arts community.

When holding class discussions about theoretical approaches to art making I present students with readings and discussions about art theories, such as, emotionalism, formalism, and imitationalism along with the elements of art and design, and the principles of art and design. We also look at theorist, such as, Roland Barthes, Vannevar Bush, and Lev Manovich to develop a working definition of what makes a successful work of art. This informs my students of the thinking involved in creating successful imagery and interactivity.
Showing large amounts of art in class is essential for students’ development. This helps them to contextualize their own work within the history of art and design Thus, helping them to understand their own artwork within a historical context.

Today, contemporary artists use a wealth of materials to make artwork. Choosing the right material requires a student to be informed about both tactile and new media processes and techniques. I conduct regular demonstrations of both traditional (tactile), electronic, and digital art techniques. Developing a strong craft making skills is essential to the artist. While many students prefer to work conceptually, learning different methods of making empowers students’ ability to make inform choices.

For some students, learning how to use both real and digital materials can be both exciting and daunting at the same time. Offering encouragement and one-on-one time to a student who wants to program digital interactivity in a sculpture but who has never turned on a computer before or a student attempting to make a rubber mold who has seldom made anything by hand is essential.
Working with students in this fashion allows me to correct any misconceptions developed during large demonstration.
The art critique is the time when students gain an understanding of how their work is interpreted and understood. Critiques also give students the opportunity to focus their skills of verbally articulation, concept development, processing and finding resolve in their art making practice.

Art making most often does not happen by merely doing. The doing must be informed by thinking, seeing, doing, and review. All of these skills inform the student as they develop their own artistic language and philosophy, preparing them to become successful professional artists and designers.