Throughout my educational journey, I have had the privilege to learn from some amazing individuals. These professors and craftsmen have profoundly shaped my making practice and also my teaching philosophy. They have taught me the value of patience, and the ability to adapt when things don’t go as planned. I’ve learned the importance of grit and tenacity, treating both failures and successes as teaching moments for students, as well as learning moments for me as an educator. These moments built skill and understanding of material which lead to more successful projects. These instructors were fair but firm in their teaching style, while allowing individual growth and my own voice to be present in my work. Their guidance has inspired me to share my own skills and philosophies of making through a structured curriculum. 

Introduction of any new material is exciting but can also cause some students a feeling of trepidation. Through small skill building exercises, students learn confidence with materials and tools. This is also an opportune time to cross disciplines, using math, science, history and anthropology to further the understanding of the art form and material and engage students from a multitude of experiences. I use metaphorical examples from common experiences to help bridge the understanding of material and construction methods. I build detailed handouts, samples and demonstrations prepared so students can see and touch in process and finished work. This ensures that I bridge the gap between learning styles and remove any confusion of what is expected in the completion of their assignment.

I compose clear prompts with specific learning outcomes in mind, that also allow students to express their unique perspective in the creative and problem solving process. I do not assume that students who take my introductory level class are from an art background; therefore, it is important to include specific elements of design and it’s organizing principles. Student research, preparatory sketches and writings help enforce these elements and principles at the planning phase while encouraging the development of their voice to be present in the project. Scale drawings are important tools in transforming two dimensional designs into a three dimensional object. Questions about construction, attachment and display are addressed from these scale drawings and become the guiding road map to their projects. I encourage student’s to make side notes addressing questions, color and surface treatments on these scale drawings. Combining the preparatory work with knowledge they have gained from the skill building exercises I’ve laid out a foundation for student success and fulfilling student learning outcomes.

 I am not a sedentary teacher. Assigning a project and giving demonstrations are just the beginning of my guidance. By walking the room, and checking on student progress, I am able to address any gaps in communication and interact with the students one on one. My goal is to reach the auditory, visual, reading and kinesthetic learners by providing materials that fit their learning style. 

Ultimately I strive to provide a safe learning environment where I can foster the growth of creativity across disciplines and inspire the next generation of artists and teachers.