Teaching Statement
Craft, concept and critical thinking are inextricably woven together throughout strong projects or pieces. My teaching goals focus on developing specific course objectives and outcomes while nurturing inquisitiveness, individual learning styles and the formation of solid critical thinking habits. Not all students will continue in art or design, and I remain absolutely committed to providing every student with valuable skills beyond the classroom to take with them wherever they go.
New can be challenging. I introduce content from the syllabus through short lectures and slide presentations, followed by physical models and conversations that communicate supporting concepts and context. I utilize short passive learning blocks of time to develop historical and procedural frameworks. Project plans are then fleshed out as students actively engage with the new concepts and materials. This structure provides an introduction to concept development as well as materials knowledge, and remains flexible enough to insure that students receive individual support and feedback during every class period.
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An engaged artist / designer must be able to clearly communicate their ideas and work to multiple audiences via numerous platforms, yet strong presentation skills aren’t innate to or easy for all students. Seeking, giving and receiving constructive feedback is a critical component of a vibrant studio classroom, and a successful professional practice. I encourage feedback in class, and use informal mini critiques to develop the amount and sophistication of that feedback. Full critiques of finished pieces occur at the end of each assignment, but the shorter sessions during fabrication result in students learning to observe and speak about work more clearly, comfortably and constructively.
Student evaluation relies heavily on engagement and participation with the coursework and their classmates. I encourage creative risk-taking and talk about perseverance and the value of failure in the learning and creative processes. I clarify what it means to meet expectations in my classes. Then we set out together to exceed those expectations.
We all seek a seat at the table, but arriving isn't enough. We must be a voice at the table to effect change. I teach to present the possibility to all students that art may be their voice, their chosen and best means to create, and then communicate with the world in which they wish to live.