John G. Boehme
Trans-Disciplinary Artist and Instructor



Teaching Philosophy

The rigorous and diligent education of self through research and exhibition, which in turn can offer education to others. My teaching is primarily motivated by an innate enthusiasm, affable accessibility that carries with it compassion and a need to share. With this perspective I am committed to opening up expressive and uncensored critical dialogue, a dialogue that respects the diversity and dignity inherent in each student. For me it is very important to challenge students with unexplored possibilities while thoroughly investigating the capabilities of each student. My hope is that by effectively integrating both cutting edge technology with more traditional teaching styles (styles which integrate active learning) students will be inspired to participate in the learning process. My participation in student's work and the inculcation of critical thought surrounding art practice are the foundations from which my personal teaching style is derived.

From this flow some basic tenets that underlie my approach are:

Respect for the dignity, diversity, and aspirations of all students.

Every student has some strength or talent that will blossom under the right conditions.

Learning is a life-long process.

Learning is student driven rather than teacher-driven but it is the responsibility of the teacher to create the optimism creative and critical environment.

It is equally important for students to learn to ask the right question(s) as it is to know the "right" answer(s)

Teaching Pedagogy

At the Undergraduate level my teaching experience has been diverse and rewarding. I have experience working in all disciplines from first year painting to fourth year workshops in video editing, computer technology and performance. I have endeavored to:
a) use numerous and current examples from the art world to position and contexualize the students artwork.

b) inspire students to talk about personal insights regarding their work and the work of others, while emphasizing the macro-micro (intension-extension) links.

c) push the students to articulate current major trends
(e.g. glocal, information technology explosion.) and their impact/implications for contemporary art practice.

d) encourage the students to draw on their learning from other courses.
(e.g. anthropology, psychology, biology)

e) place emphasis on class participation to promote the development of a group dynamic, communication, and fundamental skills.
(I make a point to memorize every student's name by the third week and keep notes on participation after every class)

f) encourage students to question, challenge and critique the concepts, theories, and skills they are being taught, in order to gain better understanding.

g) employ class-room group work, presentations, videos and discussions to stimulates the learning process.

h) challenge the students assumptions in order to help them question and assess their beliefs and premises for understanding and articulating how they make decisions.




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Last update Jan 2017
© John G. Boehme