Teaching Philosophy
I have grown to believe that teaching is an extension of my art. With that understanding, I engage my students as artists. This is while realizing that necessary foundations combined with passion and humor will help them better navigate their own artistic goals. My in-class presentations and activities have developed over time and are constantly evolving to keep the class interesting for both them and me.
I put my beliefs into practice as a teacher by listening and treating each student as an individual. My goal is to understand the work and help them to say what they want to say. Part of this has developed through helping my students understand the difference between concepts and conceptual art. It has also been greatly beneficial to talk with students about how to hear feedback and well as how to be constructive when they give feedback to others.
In order to increase student input, I construct situations where it is natural for them to contribute. For example, if we watch a film excerpt, I may have a list of discussion questions. From these questions we form discussion groups. The discussions that come out of the groups become springboards for their personal essays. When giving critiques, I break students into smaller groups with a list of topics to cover for each art piece. That group then presents their response to the artwork for the class in general. The student who produced the piece is invited to engage in a dialogue after hearing from classmates. These methods help distribute the input of students and also foster brainstorms and meaningful discussions.
I encourage my students to construct their own conceptual framework by encouraging their individual interests and subsequent research. It is also necessary for both them and me to adapt to continually changing technology, including software issues. I frequently do this by educating myself through online workshops as well as online tutorials. Working on this balance is part of the continual process of learning and teaching, which I strive to embrace in myself and instill in my students.
I have grown to believe that teaching is an extension of my art. With that understanding, I engage my students as artists. This is while realizing that necessary foundations combined with passion and humor will help them better navigate their own artistic goals. My in-class presentations and activities have developed over time and are constantly evolving to keep the class interesting for both them and me.
I put my beliefs into practice as a teacher by listening and treating each student as an individual. My goal is to understand the work and help them to say what they want to say. Part of this has developed through helping my students understand the difference between concepts and conceptual art. It has also been greatly beneficial to talk with students about how to hear feedback and well as how to be constructive when they give feedback to others.
In order to increase student input, I construct situations where it is natural for them to contribute. For example, if we watch a film excerpt, I may have a list of discussion questions. From these questions we form discussion groups. The discussions that come out of the groups become springboards for their personal essays. When giving critiques, I break students into smaller groups with a list of topics to cover for each art piece. That group then presents their response to the artwork for the class in general. The student who produced the piece is invited to engage in a dialogue after hearing from classmates. These methods help distribute the input of students and also foster brainstorms and meaningful discussions.
I encourage my students to construct their own conceptual framework by encouraging their individual interests and subsequent research. It is also necessary for both them and me to adapt to continually changing technology, including software issues. I frequently do this by educating myself through online workshops as well as online tutorials. Working on this balance is part of the continual process of learning and teaching, which I strive to embrace in myself and instill in my students.