Teaching Philosophy

I approach my classroom as I approach my art with critical thinking, always growing my visual literacy, strong foundations, and developing an inclusive community. I have developed my philosophy my education at the Herron School of Art and Design at IUPUI and Arizona State, studies at workshops with Arrowmont School of Arts and Crafts and all the artists I have had the fortune to forge connections. My classroom has four major approaches to developing artists and critical thinkers. 

Critical Thinking/Creative Process

Students need to develop strong skills in how to engage with what they are making. In my course room, we emphasize the creative process. Students carry around a sketchbook to jot down ideas, collect images, and note artists that inspire them. Students engage with critical thinking by having a discussion over “what is a good photograph” and “what is art”. These discussions reflect back into the work as the students begin to think about what they are producing. I like to challenge my students and ask them why they took a particular video clip, or what about the composition they create will engage the viewer. My favorite creative process activity is when students do guided automatic writing. This process has helped me grow as an artist, and students have provided feedback that it opened themselves up to construct their projects. Pulling all of this creative process together is open ended assignments. Student struggle with the openness at first, but find it freeing as they get to explore their interests in visual art. 

Visual Literacy

Looking at art, understanding and analyzing, and appreciating what they are aiming to make is important as creatives. I craft artist lectures, that sometimes are a bit lengthy, to show inspiration for assignments and provide a historical context for the particular course. I make it a point to show a diverse set of artists to accurately reflect the inclusive art world. Students are also instructed to find their own inspiration for projects with an assignment. Since implementing this assignment I have found students produce stronger and more cohesive work. In my class, we will attend field trips to museums, galleries, and lectures to further enrich visual literacy. 

Strong Foundation

The class is always bringing it back to basics regarding 2D design fundamentals and principles. These skills sometimes get lost as students progress into different mediums and recognizing their importance holds students to a strong foundation for their art. When we tackle new techniques, demonstrations are hands on and meet as many different learning styles to promote success in the new skill.  Students have small exercises for the techniques so there is little pressure as they are trying a new style or skill. 

Inclusive Community

The idea that artists work alone is one that I attempt to dispel. From the first day in class, I have students bond over art that inspires them. In the classroom, we often talk of community and acceptance of diverse ideas and opinions that resonate with the art students are exposed to and create. Having taught in suburban, urban and rural campuses I recognize that my students come to art with different backgrounds and ideas of what makes something art. Students form bonds in the computer lab by being encouraged to share what they know in Photoshop, asking each other’s opinion of a print in the darkroom, and working together to complete projects. This encouragement helps bridge students as artists once they leave the classroom to develop their own creative community. 

Through this practice, students will leave the classroom stronger artists and skills to critically engage with the world around them. Even if the student does not become a practicing artist outside of the classroom, they developed the skills that will transfer as an engaged thinker. I hope as they leave my classroom, the artists I have had the honor of teaching support another and grow the overall artistic community.