I do not believe that art can be taught. Every human is capable of personal expression through an artistic medium. It is an intrinsic trait of our species. Technique can be taught. Research can be assigned. But the synthesis between thought and manifestation of an idea is a naturally occurring ability that every person possesses. It is my job and the job of every art professor, teacher, and instructor, to foster creativity and provide the student with the resources, techniques, and theory with which to create works that represent their personal vision.
I strive to be as good as my best teacher. To be an accessible resource, a sounding board for ideas and a guide to understanding the subject matter. A good teacher has experience in the field and a level of expertise that can be practically and theoretically applied to their subject and its practice. In all my teaching I never forget my experiences as a student, and how my teachers and peers helped shape that experience.
I believe that the role of the teacher is to facilitate learning; to provide a structure for the acquisition of knowledge, and to organize the information so it may be presented thoroughly and logically. We are resources with resources. We have a duty to foster the creativity, curiosity, and intellectual exploration of our students. Our students number more than just those signed up for our class, they are all those who would seek us out for advice, information, critique and dialogue. We are always students and always teachers. Our example becomes the example by which our students understand their own role as teachers within the community, any community.
We are born with the innate ability to learn by observation, interaction, and mimicry, therefore it is unnecessary to “teach people to learn” and it is counterproductive. When I speak of learning or the ability to learn I am talking about the actions of the neurons in our brains that allow us to mimic the actions of our teachers, it is our ability to store and access knowledge throughout our lives. To say we “teach people how to learn” is arrogant, it is taking responsibility for a natural human response to being alive, being a sensing and perceptive species. We are the wise and knowing man not because we have a system of education but because we are biologically predisposed to learn and adapt. There are many different ways to learn, but the combination of senses we as humans posses, and the skills we continuously develop to understand the world around us are biologically founded, or in some cases congenitally or traumatically impaired or absent.
It is safe to say that with the ability to learn comes the ability to think and analyze. We can expose students to many ideas, methods and materials but we should never forget that the student brings with them the combined knowledge of their previous experiences thus education and instruction should be fluid and adaptable. In the words of John Holt, “The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners.” It is the responsibility of the student to seek out and identify subjects of interest and engage the services of an expert in that field. As experts in the field we are responsible for providing information in an accessible way.
As an art teacher I provide the technical knowledge and support, that when utilized, can make the student’s visions become a physical reality. I begin with the basics and let the student’s interests determine the more advanced and involved techniques. Part of facilitating art is exposing the students to different mediums and their intrinsic properties as well as the techniques with which to manipulate them. I believe that the successful sculptor has a broad knowledge of many materials if not also a mastery of one. I emphasize the use of the materials to enhance the idea and having a strong material vocabulary helps with the articulation of the concept.
Learning to work with materials such as glass, wood, and metal requires learning to safely use electric grinders, saws and lathes. I provide in class work time, so students who are uncomfortable with the equipment have an opportunity use it with supervision until they are able to use it without.
I try to make every demonstration an opportunity for hands on learning, weather it is getting all the students to assist in the hot shop working on a particular technique or sculpture, or getting everyone involved in making a mold for casting. I also provide detailed notes and keep office hours by appointment so that I can meet students when they are working in the case of technical questions, or at a time that is most convenient for both of us.
My introductory classes usually follow a general pattern, though the assignments vary. I begin by introducing the students to the material or the subject right away. I also get to know the student by asking them to bring in images, objects, books or music they consider inspirational to their art work and ask them to present them to the class. I assign a research presentation on 2-3 artists of my choosing based on their interests. Having the students present to each other makes for a more engaging and interactive experience as opposed to passively attending a lecture.
The first half to 2/3rds of the quarter are heavy with technical demonstrations and small assignments. The midterm is often technically based or a small conceptual exercise. I give three potential assignments for the final project. The last option is make whatever you want; I always leave an out for those who are very clear on what form their personal expression should take. I hold individual meetings with the students to go over the feasibility of their projects and determine what if any additional demonstrations and supplies are needed. I never try to dissuade a student from an idea because I don’t like it or it has been done. The process by which we develop our artistic voice is an individual one though often not a strictly original one.
Upper level classes are more projects based with the needs of the students dictating the demonstrations. I ask the students to share their Ideas with me and the rest of the class through a presentation, PowerPoint or other. The entire class is encouraged to work together and help each other complete their individual projects, drawing upon the varied skills of the group.
Through a combination of personalized research assignments, one on one consultation, participation in demonstrations, and the engagement of the whole class in each other’s work I hope to create an environment wherein all methods of learning can be accommodated. It is also through my participation and interaction with the students that I am able to continually asses the student’s progress and recognize the effort they are putting into the class. Progress is as individual to the student as artistic voice and should be assessed on an individual basis. Grading is based on the student’s level of engagement in the class (participation in demonstrations, presentations, and in class dialoged), effort put forth to master the technical skills and work toward their conceptual vision. I never grade based on whether or not I like the work. My aesthetic judgment should never come to bear on a student’s sincere attempt at self expression. I want my students to be able to take risks and even end up with a “hot mess” without fear of damaging their GPA. In essence, I give them the space and support to learn and develop their own aesthetic judgment.
I strive to be as good as my best teacher. To be an accessible resource, a sounding board for ideas and a guide to understanding the subject matter. A good teacher has experience in the field and a level of expertise that can be practically and theoretically applied to their subject and its practice. In all my teaching I never forget my experiences as a student, and how my teachers and peers helped shape that experience.
I believe that the role of the teacher is to facilitate learning; to provide a structure for the acquisition of knowledge, and to organize the information so it may be presented thoroughly and logically. We are resources with resources. We have a duty to foster the creativity, curiosity, and intellectual exploration of our students. Our students number more than just those signed up for our class, they are all those who would seek us out for advice, information, critique and dialogue. We are always students and always teachers. Our example becomes the example by which our students understand their own role as teachers within the community, any community.
We are born with the innate ability to learn by observation, interaction, and mimicry, therefore it is unnecessary to “teach people to learn” and it is counterproductive. When I speak of learning or the ability to learn I am talking about the actions of the neurons in our brains that allow us to mimic the actions of our teachers, it is our ability to store and access knowledge throughout our lives. To say we “teach people how to learn” is arrogant, it is taking responsibility for a natural human response to being alive, being a sensing and perceptive species. We are the wise and knowing man not because we have a system of education but because we are biologically predisposed to learn and adapt. There are many different ways to learn, but the combination of senses we as humans posses, and the skills we continuously develop to understand the world around us are biologically founded, or in some cases congenitally or traumatically impaired or absent.
It is safe to say that with the ability to learn comes the ability to think and analyze. We can expose students to many ideas, methods and materials but we should never forget that the student brings with them the combined knowledge of their previous experiences thus education and instruction should be fluid and adaptable. In the words of John Holt, “The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners.” It is the responsibility of the student to seek out and identify subjects of interest and engage the services of an expert in that field. As experts in the field we are responsible for providing information in an accessible way.
As an art teacher I provide the technical knowledge and support, that when utilized, can make the student’s visions become a physical reality. I begin with the basics and let the student’s interests determine the more advanced and involved techniques. Part of facilitating art is exposing the students to different mediums and their intrinsic properties as well as the techniques with which to manipulate them. I believe that the successful sculptor has a broad knowledge of many materials if not also a mastery of one. I emphasize the use of the materials to enhance the idea and having a strong material vocabulary helps with the articulation of the concept.
Learning to work with materials such as glass, wood, and metal requires learning to safely use electric grinders, saws and lathes. I provide in class work time, so students who are uncomfortable with the equipment have an opportunity use it with supervision until they are able to use it without.
I try to make every demonstration an opportunity for hands on learning, weather it is getting all the students to assist in the hot shop working on a particular technique or sculpture, or getting everyone involved in making a mold for casting. I also provide detailed notes and keep office hours by appointment so that I can meet students when they are working in the case of technical questions, or at a time that is most convenient for both of us.
My introductory classes usually follow a general pattern, though the assignments vary. I begin by introducing the students to the material or the subject right away. I also get to know the student by asking them to bring in images, objects, books or music they consider inspirational to their art work and ask them to present them to the class. I assign a research presentation on 2-3 artists of my choosing based on their interests. Having the students present to each other makes for a more engaging and interactive experience as opposed to passively attending a lecture.
The first half to 2/3rds of the quarter are heavy with technical demonstrations and small assignments. The midterm is often technically based or a small conceptual exercise. I give three potential assignments for the final project. The last option is make whatever you want; I always leave an out for those who are very clear on what form their personal expression should take. I hold individual meetings with the students to go over the feasibility of their projects and determine what if any additional demonstrations and supplies are needed. I never try to dissuade a student from an idea because I don’t like it or it has been done. The process by which we develop our artistic voice is an individual one though often not a strictly original one.
Upper level classes are more projects based with the needs of the students dictating the demonstrations. I ask the students to share their Ideas with me and the rest of the class through a presentation, PowerPoint or other. The entire class is encouraged to work together and help each other complete their individual projects, drawing upon the varied skills of the group.
Through a combination of personalized research assignments, one on one consultation, participation in demonstrations, and the engagement of the whole class in each other’s work I hope to create an environment wherein all methods of learning can be accommodated. It is also through my participation and interaction with the students that I am able to continually asses the student’s progress and recognize the effort they are putting into the class. Progress is as individual to the student as artistic voice and should be assessed on an individual basis. Grading is based on the student’s level of engagement in the class (participation in demonstrations, presentations, and in class dialoged), effort put forth to master the technical skills and work toward their conceptual vision. I never grade based on whether or not I like the work. My aesthetic judgment should never come to bear on a student’s sincere attempt at self expression. I want my students to be able to take risks and even end up with a “hot mess” without fear of damaging their GPA. In essence, I give them the space and support to learn and develop their own aesthetic judgment.