From my Survey of Art or Art History courses, to classes with students working as Artists, my approach has a common thread. I seek to use the students' own interests to help guide their research. I introduce them to new artists that bridge what I already know they care about, to a more diverse ideas. When it is suitable, I give them adaptable projects or research assignments that follow a course developed by each individual student and myself. This student-centered approach delivers an art-student the flexibility she needs to grow in a direction in which they are invested and gain the individuality that is so important for an artist. I try to instill in them a desire to continue to become more aware of what is being done by others and to continue seeking out opportunities of experiencing cultural and artistic events first hand. I provide them the knowledge and experience to continue their research after they graduate.
Focussing on students' pre-existing interests, I have found also helps me relate the History of Art and Contemporary Art to students from any discipline. These students, at first, may sometimes feel topics related to art, impact their lives. In any case, getting to know what a student values will go a long way towards knowing which topics and artists will speak to a specific student. Within a few classes, I find I can have students who previously claimed to have no sense of connection nor interest in the subject debating such things as the value of abstraction and conceptual art.
Focussing on students' pre-existing interests, I have found also helps me relate the History of Art and Contemporary Art to students from any discipline. These students, at first, may sometimes feel topics related to art, impact their lives. In any case, getting to know what a student values will go a long way towards knowing which topics and artists will speak to a specific student. Within a few classes, I find I can have students who previously claimed to have no sense of connection nor interest in the subject debating such things as the value of abstraction and conceptual art.
Tower Competition for Art History This is an example of how I use creativity in my classes to form tangible experiences to understand intangible ideas and lasting understandings for my students. A student asked me Why did the people of these countries we are researching use so much time and resources on the hight of the structure and size of domes. These are college students that are comfortable comparing their community to another through a football game.
I developed this competition to explain pride of community through Architecture. The students compete for hight. That is so tall.. Great job.. are you feeling pride? When it falls, I ask do you feel disappointment? Finally I remind them... And these are just cups. That was just ten minutes of your life- For the most part, our architecture is made today, for today. But these European countries would compete for a better city- not today, but a century in the future. |
Throughout this site, you can select an image to enlarge it. |
Film, Kinetics & Installation ClassesMy advanced students are welcome to discuss with me almost any direction they wish. I am a soundboard that speaks back to them about artists that have done similar things. I show them resources to learn more and find more artists with that direction. When their direction shifts, my hope is it is not with disappointment that something has already been done. I hope they are gaining the practice to continue research so their work will always be on a foundation of knowledge that is perceptible by the viewer.
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To the left is a film project where the student practiced storytelling (writing), acting, directing and editing. Above is a student showing a kinetic spider and a still from an experimental film using the spider. They were both part of installation projects.
The kinetic sculpture shown below is a cart that appears in a film, to move by wind power. Though the wind doesn't turn the sail in reality, the gears function.
To the left is a student's cotton screen in which he can project under water footage of sharks, or other slow imagery.
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2D Examples - Painting & Design
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To the left is a monochromatic painting; a typical project for a beginner student. At this early stage, students are expected to choose their own items for a still life. I want them to quickly learn that art is about searching for ways to express ones self, not simply about handcraft. She chose to paint a broken ceramic-doll face. The following four are students' self-portraits showing personal duality... Their internal and external selves.
Beginning 3D Design Challenge
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These are examples of a beginning project asking students to use line (through wire) as a key element in space. The idea of drawing through the air with a line should be a comfortable transition from 2D drawing to 3D concepts.
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Found-object 3D Design Project
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These projects were created by 3D Design students after a discussion about material choices (textures & other qualities) and how to get them to speak for you. The wax walls for instance, allow light to reveal what is otherwise hidden under the surface.
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Structural Integrity Design Challenge
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Students were allowed to use only wood-glue and thin sticks to form 18 inch structures. One student chose to use no glue. These structures then had to hold at least 20 pounds. Most students chose to continue to add weight to see who's could hold the most. I stood on top of two without them breaking.
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Paper Shoes Design Project
This project requires the students to describe themselves through the shoe design that they make. They can only use paper. The pair of shoes must be functional during a class critique.
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Clay Projects & Mold Making
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These are four clay projects. The one to the right is a straightforward slab sculpture. The others are reproducible clay or wax positives. The owls, bust and horses were pulled from casts of the original clay sculptures.
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Carving & WeldingMy pedagogy style requires me to be a teacher with a wide ranging knowledge. After students have practiced design principles with projects of common materials and goals, I wish to provide opportunities experience those processes that students are most interested. From joinery, sculpting, carving, casting, welding, low-relief woodcut printmaking, painting, drawing, along with numerous new media applications, I wish to have available an open ended array of choices. I encourage students to try several.
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My Teaching Philosophy Condensed:
A student that has worked with a wide range of mediums, due to the problem solving that comes with each new experience, is a more prepared artist. I believe a multifaceted set of skills (added to a chosen area of focus) will exponentially expand opportunities towards becoming a working artist. I want students to realize that this is their time to exclusively focus on growth. What direction they grow, in many cases, can be decided by them-selves if they choose. It is my opinion that our goal as teachers is to provide not only skills and knowledge, but to give engaging experiences that build confidence. With all my students, my goal is to provide projects that cultivate creative thinkers and versatile workers who are acclimated to adapting to new challenges.
A student that has worked with a wide range of mediums, due to the problem solving that comes with each new experience, is a more prepared artist. I believe a multifaceted set of skills (added to a chosen area of focus) will exponentially expand opportunities towards becoming a working artist. I want students to realize that this is their time to exclusively focus on growth. What direction they grow, in many cases, can be decided by them-selves if they choose. It is my opinion that our goal as teachers is to provide not only skills and knowledge, but to give engaging experiences that build confidence. With all my students, my goal is to provide projects that cultivate creative thinkers and versatile workers who are acclimated to adapting to new challenges.
