Teaching Philosophy
I believe that the responsibility of a good teacher begins with reaching and challenging all students regardless of level. I take teacher development seriously, and have worked to develop a variety of curricula and methodology for different levels of students. I enjoy working with and collaborating with other faculty across disciplines, and I actively use technology and web-based teaching platforms to supplement class with discussions and postings and to increase availability of course materials.
My teaching is grounded in the belief that the responsibility of a good teacher begins with reaching and challenging all students regardless of background. I believe that encouraging students to take ownership of the course content helps to create an environment where collaboration and innovation flourishes. With both beginning and advanced students, I stress an iterative, critical approach to concept and project development and review multiple models and ideation at several points during a given project.
My courses are structured to provide a basic overview of technical processes while encouraging students to develop their own problem solving ability and both conceptual and aesthetic footings. Individual lessons are planned around core knowledge, skills and techniques, and I work to provide open-ended problems and encourage students to develop their own solutions. Observation of the natural world, contemporary and historical culture, and the development of individual formal and conceptual aesthetic are central to my teaching, and lessons are designed to build upon one another.
I work to create an atmosphere where everyone in the studio and classroom can contribute to and benefit from an open exchange of ideas and where all technologies and aesthetics, old and new, can be explored and employed. For example, I require that my students maintain a journal of current artists and images, and formally present the best of their research to the class. These presentations provide valuable experience to the students while stimulating discussion and allowing the students a greater voice in the course.
Ultimately, my goal is to not simply equip students to manipulate materials and solve visual problems, but to engage students with contemporary sculpture and empower them to develop their own informed aesthetic, ask new questions and to challenge themselves.
My teaching is grounded in the belief that the responsibility of a good teacher begins with reaching and challenging all students regardless of background. I believe that encouraging students to take ownership of the course content helps to create an environment where collaboration and innovation flourishes. With both beginning and advanced students, I stress an iterative, critical approach to concept and project development and review multiple models and ideation at several points during a given project.
My courses are structured to provide a basic overview of technical processes while encouraging students to develop their own problem solving ability and both conceptual and aesthetic footings. Individual lessons are planned around core knowledge, skills and techniques, and I work to provide open-ended problems and encourage students to develop their own solutions. Observation of the natural world, contemporary and historical culture, and the development of individual formal and conceptual aesthetic are central to my teaching, and lessons are designed to build upon one another.
I work to create an atmosphere where everyone in the studio and classroom can contribute to and benefit from an open exchange of ideas and where all technologies and aesthetics, old and new, can be explored and employed. For example, I require that my students maintain a journal of current artists and images, and formally present the best of their research to the class. These presentations provide valuable experience to the students while stimulating discussion and allowing the students a greater voice in the course.
Ultimately, my goal is to not simply equip students to manipulate materials and solve visual problems, but to engage students with contemporary sculpture and empower them to develop their own informed aesthetic, ask new questions and to challenge themselves.