STudent Artwork
Teaching Philosophy
My primary role as an educator is to inspire my students to become life-long learners. I facilitate a productive environment where my students are able to develop valuable skills necessary for their growth as artists, patrons, and educators. My teaching strategies include demonstrations, practice opportunities, individual hands-on activities, one-on-one attention, and group critiques. The projects I assign help students develop vocabulary and skills necessary to create successful artwork and appreciate art created by others. As students work in the classroom, I constantly interact with them to provide immediate assistance and feedback. I also facilitate group critiques to prepare students to speak about their own work, the work of others, and be able to celebrate achievement.
In addition to growing as artists, my students are able to develop skills that are valuable outside of the classroom. I create curricula that require students to improve their problem-solving abilities, time management skills, and ability to work safely in a shared environment. My students also write about their work, historic works of art, and contemporary artists. However, my main goal is to help students develop a strong foundation utilizing different materials and techniques. When students have a strong technical foundation, they are able to develop their concepts effectively. To help growing artists share their personal voices, I often create open-ended assignments that allow students to personalize their art as they put their skills into practice. These combined experiences enable students to pursue art-making independently even after the course ends.
Furthermore, it is important for me to lead by example. I have a strong studio practice, and I am constantly creating and experimenting. Not only do I have a compelling commitment to my work, but I am available for students outside of class. I also strive to ensure a safe and positive learning environment for students regardless of age, gender, ethnicity, religion, or orientation. It is critical that my students feel welcomed and comfortable so they can express themselves and take artistic risks. Overall, my frequent experimentation and research demonstrates that art is a life-long pursuit. Art is my passion, and I love being able to share my knowledge, skills, and work ethic with the next generation of artists.
In addition to growing as artists, my students are able to develop skills that are valuable outside of the classroom. I create curricula that require students to improve their problem-solving abilities, time management skills, and ability to work safely in a shared environment. My students also write about their work, historic works of art, and contemporary artists. However, my main goal is to help students develop a strong foundation utilizing different materials and techniques. When students have a strong technical foundation, they are able to develop their concepts effectively. To help growing artists share their personal voices, I often create open-ended assignments that allow students to personalize their art as they put their skills into practice. These combined experiences enable students to pursue art-making independently even after the course ends.
Furthermore, it is important for me to lead by example. I have a strong studio practice, and I am constantly creating and experimenting. Not only do I have a compelling commitment to my work, but I am available for students outside of class. I also strive to ensure a safe and positive learning environment for students regardless of age, gender, ethnicity, religion, or orientation. It is critical that my students feel welcomed and comfortable so they can express themselves and take artistic risks. Overall, my frequent experimentation and research demonstrates that art is a life-long pursuit. Art is my passion, and I love being able to share my knowledge, skills, and work ethic with the next generation of artists.
