TEACHING PHILOSOPHY
Short Story
About a year ago, during the winter, I had an epiphany about teaching art. I was thinking, “So I’m teaching people to make art. What difference could that possibly make in the world?”
Then, the sun came out and along with it, the revelation that it’s about more than just pencils, paints, clay and metal. It can also be about changing lives.
One of my favorite students was a 19 year old woman named Isabella. She is academically, economically, and English-language challenged. Isabella completed her third semester in my jewelry class at Contra Costa College.
When Isabella began my class, I was unsure of how to help her or whether she would, in fact, be able to succeed. The technical skills she would need; facility with torches, fire, chemicals, tools and equipment (large and small), seemed to extend far beyond the scope of her abilities. In addition, Isabella was incredibly shy and intimidated by everything. I couldn’t imagine what had possessed her to even sign up for this class.
A year and a half year later, I was extremely proud of Isabella’s accomplishments.
Always with a smile, Isabella attends every single class period – she often came early and stayed late. She completed each assignment with confidence and finesse. Once afraid of the acetylene torch, she soldered all of her own work with very little assistance or supervision. She learned to design her own pieces and to follow complex directions for forging and forming metal, all of the steps for lost wax, centrifugal casting, mold making, and fabricating techniques. She presented confidently during our class critiques, discussing her own pieces and supporting her design decisions. She even assisted other students in class – explaining how to work equipment or other technical details. She also helped to translate instructions for Azar, one of my Iranian students who also has difficulty with English. Wow!
Down to Brass Tacks
My philosophy about Art Education is that it provides many valuable skills, which are transferrable to other disciplines - conveying personal, technical, and intellectual benefits. I have watched my students grow in those regards and feel that, as part of an academic institution, I am making a worthwhile contribution to the lives of those students and to society in general.
Additionally, the study of art, whether in practice or academics can open the world to students of practical, cultural, political, emotional, and social awareness.
For example, through the study of art, students learn math type skills through understanding of composition, perspective, weights, dimensions, etc. Aspects of science are learned through the chemistry involved in art practices such as the combination of differing mediums, or metal or clay and fire. Students learn the essence of psychology through digging deep into their own psyche to formulate ideas or through exploring the ideas of others. Mind-mapping and problem solving contribute to development of complex thought processes such as conceptualizing ideas and planning. Students are exposed to historical connections of different cultures through the technical and visual aspects of the art they are studying. They learn to be patient and to ask questions. They learn to take risk, to value discovery and practice. Wow!
Practical Considerations
I believe in the implementation of current technology such as PowerPoint presentations, web-ct like programs, online access to lesson plans and information. This gives today’s students the opportunity to engage in those types of learning activities with which they are extremely comfortable.
I allow students to use their cell phones and cameras to capture the demos and lectures if they feel it is helpful to them.
In real time, I understand how important the balance of student and instructor class activity is in the classroom. I would rather ask students to answer a question, than to answer it myself. The interaction between and learning from peers is of utmost importance.
I regularly set up groups in order for students to interact with and “teach” each other. Sort of like study groups. I also arrange small groups for critiquing work so that students are not intimidated by their peers. Specific critiquing criteria must be addressed and then presented to the class. This has had great success!
Classroom ambiance and politics
Developing a sense of community within an art classroom allows students to fail without fear of recrimination or ridicule. – It is important to fail – both with content and with technique. If you do not feel at liberty to fail, you cannot explore and achieve. It is a teacher’s responsibility to structure the class so that emotional safety and camaraderie, as well as physical safety is present in the environment. This type of atmosphere lends itself to constructive criticism in peer review as well as creative exploration.
Teaching Style
Take a good look at the individuality of each student. Their abilities and their “disabilities”. Have patience. If you see they are trying, you keep trying. If they stop trying, you must attempt to discover ways to re-engage and stir them. Attempt to lead students in the direction of things that interest them. Make the projects relatable.
There is nothing less inspiring than a teacher that has fallen out of love with a subject that was probably once a passion for them. Keep that passion alive and you will convey that to your students.
If a student feels intimidated or is being judged as incapable, they will be less apt to learn the material much less have any enthusiasm for it. Request a private meeting if your student is having difficulty.
That said, I am inclined to encourage more from my students than they might initially feel themselves capable of – without intimidating them. This tendency results in a very high level of satisfaction in terms of what the students have learned and accomplished by the end of my classes.
It is important for an instructor to constantly evaluate and re-evaluate his/her own teaching style – look to your students to see how you are being received. Be approachable and relatable. Gently lead. Don’t sweat the small stuff
Grading
The criterion for grading depends upon the student’s grasp of the standards as demonstrated through competence, progress, and testing (if relevant). In addition, a more subjective assessment of their commitment to the subject as exhibited by their class participation, practice, enthusiasm and attitude. I focus on these concerns while doing my best to remain consistent, realistic, fair and responsive to the student’s individual needs.
Warm and Fuzzy
I have taken the liberty of adding this last personal narrative because I believe it is relevant to how I have developed my philosophy on education and learning. (Additionally, I feel that, as an artist, it is my prerogative to get - slightly expressive.)
A great deal of my teaching philosophy has been derived from raising my two sons. They have taught me so much about teaching – what works and what doesn’t – in very different sets of circumstances.
My sons are extremely different. Interests, academics, social skills - everything. I have worked very hard over the years to understand how to relate to both of them on their own terms, how to support them in the different ways they need support, and how to show them how to learn – in their own separate ways. They are both successful college students so, it appears that I have done a pretty good job.
In reality, I have probably learned more than they.
This, I believe is why I love to teach.
About a year ago, during the winter, I had an epiphany about teaching art. I was thinking, “So I’m teaching people to make art. What difference could that possibly make in the world?”
Then, the sun came out and along with it, the revelation that it’s about more than just pencils, paints, clay and metal. It can also be about changing lives.
One of my favorite students was a 19 year old woman named Isabella. She is academically, economically, and English-language challenged. Isabella completed her third semester in my jewelry class at Contra Costa College.
When Isabella began my class, I was unsure of how to help her or whether she would, in fact, be able to succeed. The technical skills she would need; facility with torches, fire, chemicals, tools and equipment (large and small), seemed to extend far beyond the scope of her abilities. In addition, Isabella was incredibly shy and intimidated by everything. I couldn’t imagine what had possessed her to even sign up for this class.
A year and a half year later, I was extremely proud of Isabella’s accomplishments.
Always with a smile, Isabella attends every single class period – she often came early and stayed late. She completed each assignment with confidence and finesse. Once afraid of the acetylene torch, she soldered all of her own work with very little assistance or supervision. She learned to design her own pieces and to follow complex directions for forging and forming metal, all of the steps for lost wax, centrifugal casting, mold making, and fabricating techniques. She presented confidently during our class critiques, discussing her own pieces and supporting her design decisions. She even assisted other students in class – explaining how to work equipment or other technical details. She also helped to translate instructions for Azar, one of my Iranian students who also has difficulty with English. Wow!
Down to Brass Tacks
My philosophy about Art Education is that it provides many valuable skills, which are transferrable to other disciplines - conveying personal, technical, and intellectual benefits. I have watched my students grow in those regards and feel that, as part of an academic institution, I am making a worthwhile contribution to the lives of those students and to society in general.
Additionally, the study of art, whether in practice or academics can open the world to students of practical, cultural, political, emotional, and social awareness.
For example, through the study of art, students learn math type skills through understanding of composition, perspective, weights, dimensions, etc. Aspects of science are learned through the chemistry involved in art practices such as the combination of differing mediums, or metal or clay and fire. Students learn the essence of psychology through digging deep into their own psyche to formulate ideas or through exploring the ideas of others. Mind-mapping and problem solving contribute to development of complex thought processes such as conceptualizing ideas and planning. Students are exposed to historical connections of different cultures through the technical and visual aspects of the art they are studying. They learn to be patient and to ask questions. They learn to take risk, to value discovery and practice. Wow!
Practical Considerations
I believe in the implementation of current technology such as PowerPoint presentations, web-ct like programs, online access to lesson plans and information. This gives today’s students the opportunity to engage in those types of learning activities with which they are extremely comfortable.
I allow students to use their cell phones and cameras to capture the demos and lectures if they feel it is helpful to them.
In real time, I understand how important the balance of student and instructor class activity is in the classroom. I would rather ask students to answer a question, than to answer it myself. The interaction between and learning from peers is of utmost importance.
I regularly set up groups in order for students to interact with and “teach” each other. Sort of like study groups. I also arrange small groups for critiquing work so that students are not intimidated by their peers. Specific critiquing criteria must be addressed and then presented to the class. This has had great success!
Classroom ambiance and politics
Developing a sense of community within an art classroom allows students to fail without fear of recrimination or ridicule. – It is important to fail – both with content and with technique. If you do not feel at liberty to fail, you cannot explore and achieve. It is a teacher’s responsibility to structure the class so that emotional safety and camaraderie, as well as physical safety is present in the environment. This type of atmosphere lends itself to constructive criticism in peer review as well as creative exploration.
Teaching Style
Take a good look at the individuality of each student. Their abilities and their “disabilities”. Have patience. If you see they are trying, you keep trying. If they stop trying, you must attempt to discover ways to re-engage and stir them. Attempt to lead students in the direction of things that interest them. Make the projects relatable.
There is nothing less inspiring than a teacher that has fallen out of love with a subject that was probably once a passion for them. Keep that passion alive and you will convey that to your students.
If a student feels intimidated or is being judged as incapable, they will be less apt to learn the material much less have any enthusiasm for it. Request a private meeting if your student is having difficulty.
That said, I am inclined to encourage more from my students than they might initially feel themselves capable of – without intimidating them. This tendency results in a very high level of satisfaction in terms of what the students have learned and accomplished by the end of my classes.
It is important for an instructor to constantly evaluate and re-evaluate his/her own teaching style – look to your students to see how you are being received. Be approachable and relatable. Gently lead. Don’t sweat the small stuff
Grading
The criterion for grading depends upon the student’s grasp of the standards as demonstrated through competence, progress, and testing (if relevant). In addition, a more subjective assessment of their commitment to the subject as exhibited by their class participation, practice, enthusiasm and attitude. I focus on these concerns while doing my best to remain consistent, realistic, fair and responsive to the student’s individual needs.
Warm and Fuzzy
I have taken the liberty of adding this last personal narrative because I believe it is relevant to how I have developed my philosophy on education and learning. (Additionally, I feel that, as an artist, it is my prerogative to get - slightly expressive.)
A great deal of my teaching philosophy has been derived from raising my two sons. They have taught me so much about teaching – what works and what doesn’t – in very different sets of circumstances.
My sons are extremely different. Interests, academics, social skills - everything. I have worked very hard over the years to understand how to relate to both of them on their own terms, how to support them in the different ways they need support, and how to show them how to learn – in their own separate ways. They are both successful college students so, it appears that I have done a pretty good job.
In reality, I have probably learned more than they.
This, I believe is why I love to teach.