Teaching Philosophy

As an Instructor of Fine Art, my primary goals are to facilitate students’ learning, understanding and development in the visual arts through technical skills and process, conceptual development, as well as visual and cognitive analysis.

Providing a learning environment of mutual respect allows the student to grow both personally and creatively while building technical competence.

Deep understandings of the Elements and Principles of Design, Gestalt, and Drawing, are essential for students to learn and are the foundations from which all Visual Art concentrations are based.  By breaking complex concepts into basic components, beginning students gain an in-depth comprehension of the material that develops towards more complex, sophisticated, and advanced ideas.  Advanced students will expand upon these principles to communicate conceptual intent, historical connections, and personal style.  All levels of students continuously work towards advancing their technical knowledge and improving their level of craftsmanship.

A cohesive curriculum promotes students’ success with the course’s learning objectives while stimulating and motivating their desire to learn.  Through historical research, hands on application, and verbal and written critique, students gain a multi-modality approach of the subject matter while gaining technical aptitude of a variety of materials.

Through classroom discussions, demonstrations, handouts, and on-line activity, a clear means of communication for expectations and requirements is provided.  Student’s self-direction and self-analysis of learning outcomes is promoted though criterion-referenced assessments and timely qualitative and quantitative feedback. Rubrics provide beginning students with a sense of personal accountability, direction, and self-assessment in their educational experience.

Prompting students to investigate, explore, and comprehend their thoughts and actions by asking thought-provoking questions allows them to develop cognitive and visual analysis skills.  This is continuously done during one-on-one tutoring, group activities, working critiques, and formal critiques.  I require students to develop a high level of craftsmanship throughout the course, and I expect them to think critically about the choices they make throughout the creation process.

To provide the most relevant and meaningful instruction, it is important that I self-reflect on my teaching methods, strategies, curriculum, and tools.  Students work should show evidence of advancing in skills and techniques, concept, and self-analysis from previous work. I gain a comprehensive awareness of student understanding of objective outcomes by conducting a quantitative analysis of student scores and a qualitative analysis of their work. I welcome analysis by both students and peers as an important insight into the effectiveness of my teaching strategies.

 

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