Teaching Philosophy

My classroom is built around the philosophy that as humans we set out each day to discover more, to communicate better, and to achieve a better relationship with our self and our fellow man; that through sticking with something we will be able to make it better, that by following what we love we will transfer our passion to others. I think this is art’s greatest trait: that by making objects and telling stories our actions are distilled to the essential and we progress open-hearted to the world.

My core value then, the underlying principles of my classroom, operate on the condition of openness, a willingness to incorporate the tools and techniques offered in an exploratory, confident, and risk-free manner. I believe the collegiate classroom needs to reach a significant balance between creation and reflection and I strive to facilitate that exchange, while pushing students to take their thoughts further, to question the ways things are, and to explore the way things could be. In the past I have achieved this balance through honestly listening to the students engaging with one another and being actively curious about their ideas and approach to art-making.

I believe art is a dynamic subject that begins with our desire to communicate and express our ideas in new ways. How we choose to tell these stories dictates our craft. Our ability to immerse ourselves into our craft relies on being able to locate our selves in a history that stretches beyond contemporary art practice (while honoring it) and into a larger historical structure (even as it is seems to be crumbling apart). In this era, it is not uncommon for drawing to take place on a computer, a photographer to imagine an image as fleeting as a street performance, a sculpture to be a living, breathing presence, or a painting to be a block of text. While the conventional bounds of art are placed for good reason, I believe the reason students seek art is to express what they feel but do not yet know. A good teacher seeks an honest progression of trust and inspiration that will nurture those who feel into those who will expand our experience by showing us a glimpse of a deeply contemplated truth in whatever form that takes.

This activity relies on an active, open classroom with students who feel a responsibility to act and take part in the creation of a supportive community. A cooperative atmosphere, where risk-taking is rewarded, and the tools and techniques taught are utilized to advance creative visions, voices, and aesthetic choices, is the quintessential aim. I see my role (or the role of any good art teacher) as more than a conduit of knowledge, but as a facilitator and mentor, an active agent for exciting and inspiring students.

I have succeed in the past “enlivening” my classrooms by taking risks and putting myself out there. I once gave a slide presentation to a group of students that included an intentionally dramatic portrait of myself nude in the forest. When I came to that slide, I feigned like I didn’t know how it got in there, explained it away as “those crazy undergraduate years,” and proceeded with the lecture. That perceived slip however, helped to loosen up the class, and the following discussion was more open and productive. So I guess, it’s self-deprecating foolishness that allows me to create a more interactive environment.

Seriously, though, there are several foundations I believe in for a healthy and productive class (a sense of humor is a given):

1) A detailed syllabus with a schedule to provide students from the outset of the short and long term goals of the course. Although flexibility is essential for dealing with the spontaneous events that arise in teaching, the schedule allows a general framework that remains viable.

2) Weekly written and oral presentations to allow students a constant source for reflecting and engaging with the information they are acquiring and the work they are producing, and to keep the conversation relevant and active.

3) I like the idea of the virtual history of the class, yes: the blog. We are writing the history of the world over ten thousand times a second, so why not do so alongside the classroom environment? A good share of our time comes from perusing information and the blog is a good way to maintain group identity and interest while on our various vectors throughout the wide webbed world. It also allows another voice to enter the classroom: that of student writer. Writing is an often overlooked form of learning and the blog allows another way of expressing

thoughts and opinions outside the classroom setting.

4) In addition to the technical and material concerns addressed in my class, I stress the historical, theoretical and critical foundation for the subject matter. I believe it is essential for students to understand their medium's history and be exposed to the discourses, dilemmas, and debates that other artists have had and continue to have. In doing so, students can be inspired to regard themselves as active participants in the ongoing transformation of art and reflect on their work at a serious level.

As artists we rely on our own form of systematic knowledge to inspire action. What we learn on one hand is craft, tradition, technology and history. On the other hand, it’s innovation, rebellion, and creativity. And somewhere in between is the art professor, striving to negotiate sheer artistic (anarchic?) energy with the patterns, paperwork, and protocol of the rest of the world. Achieving a balance in this endeavor, while maintaining passion and inspiring creative expression, is my highest aim as a teacher.