Teaching Philosophy
My goal is to engage the students in a way that encourages critical thinking. In today’s world it is people who generate creative ideas and ways of approaching and solving problems that move things forward. Human capital as it is the one thing that cannot be outsourced. It is the creative problem solvers that will forge the future. Fostering creativity through project-based learning is at the core of this philosophy.
I believe that the role of instructor to art and design students, as described by Donald Schön in Educating the Reflective Practitioner, is similar to that of a coach and athlete. The instructor serves to assess, foster, critic and guide the student to their utmost potential. Their role is to ask questions that will help the student find the best answers to a given problem while discovering the many possible paths along the way.
Reflection is another important aspect of my teaching philosophy as it is a method that encourages students to connect-the-dots between what they know and what they have done. The creation of e-portfolios is an example of when students must assemble the work they have created and organize it into meaningful categories and summarize what they did to complete the work and what they have learned in doing it. It is an assignment where you can see the students begin to understand how their academic work comes together and where it might lead. I remember the feedback from several students commenting; “wow, I have done a lot of work!” or witnessing students redoing assignments they have deemed weak. These types of assignments provide me quality feedback as to where the students are in their academic, personal and professional development. Including reflections on book chapters or required recordings of their thoughts during work experiences present positive reinforcement as to their progress of how they apply what they have learned in the classroom to their own experiences.
I remember reading an article in graduate school while working on my M.F.A. where we discussed looking versus seeing. When teaching the Design & Illustration course I challenged students to not just look at what they were drawing but to really see what is actually there. It is the process of learning to understand how we tend to simplify reality but if the time is taken to really see, it is evident in the outcome and progress of the students. It is important to create an environment where students understand the process of art and design and realize that it is a non-linear endeavor where based on decisions made, refinements are often necessary. These are not mistakes, but trial and error, to be learned from and encourage students to self-evaluate their choices so they may move in a different more apropos direction.
Teaching is an adaptive endeavor that should be constantly evaluated as to the methods and means for which the content is delivered. Students should be encouraged to understand the context in which they work, to have an understanding of the past, an appreciation for the present and aspirations towards the future. It is the role of the teacher to guide them along their way to their future goals.
I believe that the role of instructor to art and design students, as described by Donald Schön in Educating the Reflective Practitioner, is similar to that of a coach and athlete. The instructor serves to assess, foster, critic and guide the student to their utmost potential. Their role is to ask questions that will help the student find the best answers to a given problem while discovering the many possible paths along the way.
Reflection is another important aspect of my teaching philosophy as it is a method that encourages students to connect-the-dots between what they know and what they have done. The creation of e-portfolios is an example of when students must assemble the work they have created and organize it into meaningful categories and summarize what they did to complete the work and what they have learned in doing it. It is an assignment where you can see the students begin to understand how their academic work comes together and where it might lead. I remember the feedback from several students commenting; “wow, I have done a lot of work!” or witnessing students redoing assignments they have deemed weak. These types of assignments provide me quality feedback as to where the students are in their academic, personal and professional development. Including reflections on book chapters or required recordings of their thoughts during work experiences present positive reinforcement as to their progress of how they apply what they have learned in the classroom to their own experiences.
I remember reading an article in graduate school while working on my M.F.A. where we discussed looking versus seeing. When teaching the Design & Illustration course I challenged students to not just look at what they were drawing but to really see what is actually there. It is the process of learning to understand how we tend to simplify reality but if the time is taken to really see, it is evident in the outcome and progress of the students. It is important to create an environment where students understand the process of art and design and realize that it is a non-linear endeavor where based on decisions made, refinements are often necessary. These are not mistakes, but trial and error, to be learned from and encourage students to self-evaluate their choices so they may move in a different more apropos direction.
Teaching is an adaptive endeavor that should be constantly evaluated as to the methods and means for which the content is delivered. Students should be encouraged to understand the context in which they work, to have an understanding of the past, an appreciation for the present and aspirations towards the future. It is the role of the teacher to guide them along their way to their future goals.