Teaching Philosophy
My approach to teaching is deeply student-centered, emphasizing a strong balance between practice and theory. As an artist and educator, I am committed to helping students along their academic path while also guiding them in developing their technical skills and their individual conceptual interests. In the studio classroom, I act as a resource for my students, fostering an environment where they feel open and comfortable exploring and discussing their own unique interests and ideas that may go beyond the baseline of the course’s syllabus.
I am interested in teaching a variety of studio art and art appreciation courses. My primary goal as an educator is to ensure that students are not only proficient in the technical skills of these areas but also confident in their ability to connect their work to concepts involving contemporary theory, intersectional identity, and global culture. While I provide instruction and guidance throughout the length of my courses, I also provide students with the freedom to explore complex topics of interest through visual research.
In the studio classroom, I have found it beneficial to utilize a variety of different assessment methods. In addition to formal critiques, I assign in-progress critiques under each project where students will discuss their work with a partner, small group, or the entire class. I have found that every student who enters my classroom begins and will likely end at a different skill level. I begin each semester with a prior knowledge and skills survey in order to gauge what the prior experience level is for individual students. I also schedule individual meetings with students to check in throughout the semester and provide a comfortable environment for them to ask questions and get back on track if they have fallen behind.
In order to support historically underrepresented and underserved students, I strongly believe in allowing students the space to discuss topics from their own perspectives, not only to inform their research but also to give the class an opportunity to understand and engage with a diversity of perspectives. This not only fosters inclusivity in the classroom, but it also benefits me as the instructor by allowing me to view topics from multiple perspectives. As an educator, I am committed to lifelong learning through discussion and engagement with others, whether that be students, colleagues, or the community.
In conclusion, the basis of my teaching philosophy lies in the belief that art should nurture technical proficiency, creative experimentation, and conceptual exploration. I aim to guide students in developing their own diverse artistic voice, while also providing the tools, resources,and guidance they need to be successful in whatever path they desire.