Teaching Philosophy

Under Construction

"To be a teacher is my greatest work of art."
   -Joseph Beuys, 1969

Within the environment of the classroom whether it’s a foundational or advanced art class there are four attitudes that need to be consistent in teaching. A love and enthusiasm for the subject, an open dialogue and exchange with the students, making relevant the connection with the history of art and art theory with contemporary art concerns and issues, and helping the students develop a disciplined work ethic.

The foundation level classes are important and necessary in developing a framework or ground for the students to find and express their intuitive visual language. While these art classes are concerned about the development of the craft in the use of traditional and non-traditional materials they are also about helping the students find out who they are and to see the world with fresh eyes. Moving beyond the mundane and passive visual perception we have developed to rediscovering childlike eyes. An example of an artist helping us rediscover the visual landscape would be Christo’s earthwork “The running Fence.” For the people who lived in Sonoma and Marin Counties on the coast of Northern California in 1976 it was easy to not see the landscape. The day to day commute and other distractions narrowed their visual perceptions then one day there’s an 18 ft high nylon cloth fence winding 24.5 miles across the countryside. The residents and visitors were forced to see anew. It’s my responsibility to help the students develop fresh eyes.

Because the foundation classes require the development of certain skills and an understanding of the elements and principles of design assignments are initially more restricted in interpretation. As the student become more proficient interpretation becomes more open-ended and students will be encouraged to think outside the box.

With the Advanced students who have developed a level of skill it’s my responsibility to help them explore their imagination and clarify their own ideas and move through the process of idea to production of an image. The relationship of teacher and student becomes one of mentor and continuing resource helping them to think of themselves as artists. I will help the student in the development of a portfolio to use for graduate school submission, seeking gallery representation, or for art related careers.  

As an artist, I believe it is my responsibility both to reflect what is happening within my cultural surroundings and to manifest through my work new ways of dealing with issues of concern to our society. As guide and catalyst, my goal is to provide students with the tool to succeed in advanced degree programs or to make the transition from art student to practicing artist. I desire to stretch them intellectually, to help them see that they have an ethical responsibility as an artist to contribute to society, and lastly to teach them that art touches the human spirit.