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)
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
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
d) encourage the
students to draw on their learning from other courses.
e) place emphasis on class
participation to promote the development of a group dynamic, communication,
and fundamental skills.
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
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