Conceptualization of Learning
How do students learn to make art? Most students learn art by being introduced to it in these ways; Creating art-----Discussing/critiquing art-----
Observing/looking at art through books and other media-----Reading/writing about art-----Experimenting with varying mediums-----Analyzing and applying
concepts in art-----Exposure to art museums, performance spaces, archives and other relevant collections around campus and in the surrounding community.
Giving a combination of these opportunities in and out of the classroom enables the student to fully embrace a better comprehension of art. A clearer
understanding of art leads to more confidence in exploring personal ideas and ultimately in the creation of purposeful art.
I believe the basic skills of drawing and observation serve as the foundation to any artistic endeavor. Knowledge of the elements of design such as line,
value, color, and texture are the tools that help the student make the translation from what they see to what they draw. Once students have learned to look at
drawings and paintings with an eye for the underlying structure, they are ready to proceed with their own creative process. Being able to understand that if we
create order and rhythm within our work whatever feeling we seek to express will be enhanced and strengthened.

With that said, how do you effectively teach something as layered and subjective as art? In my experience, it takes time, patience and a combination of
varying teaching methods. My classes look at the works of the masters. I emphasize technicality without dispensing with feeling. I firmly believe that the
expression of feeling is fundamental to art making, and students must grasp how art elements (color, shape, texture, value, and line) arouse responses in the
viewer. I encourage students to respond formally, conceptually, and emotionally.
Some more specific examples are:
1. Demonstrating the use of the medium and/or technique. Having the students watch you manipulate the medium and/or technique to create different effects
(i.e. throwing a pot) will more clearly define its uses and possibilities.
2. Presenting in-class guided projects. By doing a guided project, where the teacher models each step, while the students copy (i.e. painting a graded
wash), helps to break down the process while experiencing it.
3. Addressing a wide range of modern and contemporary art media: painting, sculpture, architecture, photography, film, video, installation and performance
art, all while making sure to apply focus on multiculturalism and the inclusion of minority and underrepresented artists.
4. Running critiques, where students can talk about other students work while also giving explanations of their own. This is often a good place to instruct on the
meanings behind the students own work and how to give and receive constructive criticism.
5. Researching and basing art work on specific artists or styles, with the idea that knowledge of the work by a particular artist or style can help a student at a
specific juncture in his or her learning process.
Finally, it is my belief that teaching involves more than communicating the content of one's discipline. Students also need appreciation of their
accomplishments and motivation to continue studying an interesting curriculum that helps to practice newfound skills that will enable them to learn more in the
future.



Teaching Philosophy