Teaching Philosophy
My teaching philosophy is very similar to my own studio practice. Exploration and experimentation are of prime concern when first learning a new medium or technique. It is important to understand the full capabilities and limitations of your chosen medium in order for you to be able to express your ideas. As I move forward in my process, my use of the medium is then refined and work becomes clearer and more focused on specific goals or a final product. Results become more planned and reliable.
My course outlines are similar to a full immersion language course. Within the first few classes I give my students all the basic information that will be used throughout the course, with the understanding that there will be a certain level of confusion and even a little frustration. The first assignments are simple and flexible concepts combined with technical requirements, which are designed to move them through the process completely and repetitively. I redefine what success means for each project. In the beginning, success is more about building their vocabulary and emphasis is placed on the information gathered through the process. I have found in both teaching and my personal practice that mistakes can be the best learning tool. It is during the beginning stages that I monitor my students frustration level very closely; some frustration improves their progress and motivation, but too much can cause them to give up. Progress critiques become a invaluable tool in keeping frustration levels low and allowing the students to learn from each other. By the second half of my course, they have a good comprehension of what the capabilities of their new mediums are, and a new level of clarity in their future goals for the class. The assignments shift to focus on conceptual requirements rather than technical, and the push for a high level of out put becomes secondary. Success is based on the execution of an concept that is established by the student.
Each student must be treated as an individual. They come to me with different experience levels, areas of interest and expectations for the course. I design my lesson plans to provide guidance in technical experience but encourage independent growth in conceptual thought. The lesson plans are always flexible to meet the individual needs of the class. Personality is essential to creating a healthy growth environment in the class. If I am excited about the class and the assignments, then my students are more likely to be excited and engaged.