| My teaching philosophy reflects the best teaching practices of my past professors, mentors, and peers. By learning from their exemplary examples and incorporating my own along the way I strive to create the best learning environment for my students. As a teacher I strive to know whom I am teaching. Empathizing with students to understand their concerns of being away from home, exploring their newly discovered freedom, or understanding issues in their lives achieves this. With this knowledge I can comfortably pull them aside, especially when circumstances are harming their performance in class. If they can trust me as a confidante then they are likely willing to aspire to meet my expectations. By creating meaningful relationships and gaining the trust of students I create a safe environment for intellectual and artistic growth. Teaching should be a revelation of understanding from the instructor to the student. I often focus on the specific needs of the individual student, building on prior knowledge from previous classes. I begin with core concepts, which branch out to meet individual learning outcomes. This enables flexibility where students advance in conjunction with their individual abilities. I adapt to their needs and experiences, and to their individual experiences of image making. This is practiced to build students self-confidence by utilizing their comfort of the familiar, and then pushing them to where real knowledge is gained. Building knowledge begins through conversation and is reinforced through comprehension of text and of the utmost importance, practice. It is my belief that an instructor who communicates consistently is more effective in the classroom. My personal goal is for students to understand that I am taking an active role in their education. A peer-to-peer dialog between students about their work is imperative, that a conversation with others may open a door of understanding. While engaging in the act a sense of community is gained, reinforcing honesty that is especially welcome in a sanctioned critique setting. This is typically accomplished mainly through critiques, although students are encouraged to maintain a dialog outside of the allotted critique time, while in class, via Blackboard, or through other forms of social media. I guide the class in-group discussion in order to facilitate a sense of community and camaraderie. Rising water lifts all boats. I teach on the premise that all students are capable and should be directed on how to succeed. I strive to be an instructor who understands and empathizes but is also challenging. Students are required to maintain attendance, homework, and assigned readings. I fervently believe in demonstrations, and also opening students up to a myriad of images to facilitate learning. I believe in basic, brief lectures in order to leave as much time as possible for hands on learning and self-exploration. I hope the students take advantage of and appreciate the class. I also encourage them to guide me in teaching as well. When time allows I bring my own work to class to complete in studio to act as an example. Once core concepts are covered in class, I encourage students to explore their media and philosophy about art. I act as a conduit, directing them in the process of exploring their own personal voice and being the makers of images, images that are a reflective form of expression or personal language. It is important for students to derive their own beliefs and to use historical and visual examples to reach their conclusions. When the floor is opened for dialog I often interject practical knowledge about careers, or how art relates to their life’s path. They are encouraged to practice in active inquiry by making connections between varying subjects, through drawing, design, or further within their college career. However craft is intrinsically linked with a strong formal studio education, and develops good work habits. I strive for a classroom that facilities excitement through artistic exploration. My goal is to not just inspire students to learn but to excel in artistic critical thinking. | |||