Statement of Teaching Philosophy

Teaching to me is to continually find ways of inspiring students to take the initiative towards learning and to give them the tools to assess their own work on an advanced level.   At the end of each semester teacher and student must come to a level of accomplishment that can be used as a basis for continued growth.
My objective as a teacher of art revolves around three principles essential to the development of an artist: visual intelligence, creative practice and inspirational research.   These foundations will lead students to realize their capacity as artists.  Learning perceptual skills will allow students to absorb more and have a greater visual aptitude when analyzing principals of design or images from art history and when thinking critically about ones own work. Students can develop their visual intelligence with perceptual exercises such as drawing and modelling from life.
I set up problems that require students to work actively through a meaningful creative process; this underscores the practice of art as well as the product.   Many class problems are compound and develop over several weeks. An example of this process is to allow students in beginning sculpture to spend three weeks developing small maquettes and working through design principles with basic and simple materials, they are encouraged to solve the problem in a unique way. They then use their critical thinking skills to choose a maquette to enlarge and augment to a more significant work in more permanent or uncommon materials. My desire is for students to understand that art is as much about long term commitment, critical thinking, and creativity, as it is about inspiration and risk-taking. The passion for art can be a rudderless ship; but in the studio an artist can rely on the creative process to steer towards mature work.
A large component of my teaching involves inspirational research. All students are encouraged to search broadly for inspiration through diverse literature, science and music as well as the study of works from art history; this is fundamental to a liberal arts education. Art is rarely created in a vacuum, an artist should be aware of the role art plays in society.  A teacher must be accessible to students as a resource as they find their way through various experiments and projects.
I know students leave my class with a sense of respect for the skills of art and an understanding of the creative process. The confidence that comes from this strengthens their passion for making art. I am continually inspired by the students and continue to find new ways to inspire them.