Teaching philosophy
I serve as a mentor to my students. As they explore their ideas, I act as a guide, helping them navigate the problem-solving process. I support them by simultaneously validating their decisions and reinforcing the value of positive criticism. Ultimately, my goal is to encourage them to consider their intentions and develop an honest relationship with their work.
Whether in the making of a functional pot, sculpture, or installation, my method of teaching art rests on an equal balance of conceptual thinking and technical proficiency. For example, an assignment entitled “Duality” offers opportunities for both exploration and skill development (see student slide sheet, first row). The objective for this beginning level assignment was to create a pair of sculpture based on two contrasting ideas or word play. Students were challenged by the process of forming their ideas as well as by constructing on a larger scale.
In each assignment, I provide students with multiple options. Students need the opportunity to take risks, to struggle through their ideas and possibly to fail. In my experience, courageous “failures” are often more beneficial to one’s artistic growth than are safe successes. Throughout the course, beginning undergraduate students are given a more structured framework of assignments to ensure skill development. Advanced students receive more individualized assignments and mentoring specific to their area of inquiry.
It is important to involve undergraduate students in all aspects of the ceramics process, from mixing clay to firing kilns. By organizing students into work teams, they get hands on knowledge of the process while learning from one another. In addition to teaching problem solving skills, I introduce additional perspectives through research projects, reading and writing assignments, student presentations and group discussions. I provide students with a context for ceramics in the greater field of art by incorporating readings and slide presentations on issues related to art in general, as well as contemporary and historical ceramics.
I nurture dialogue by conducting group critiques as well as several individual critiques each term. Through the critique process, students learn how others receive their work and intentions, as well as how to articulate their opinions. This discourse enables students to realize how effectively they have communicated their ideas, as well as how well they have understood their own intentions.
There is an important connection between being an active artist and an inspiring educator. By teaching with the same commitment and passion that I bring to my artwork, I serve as a role model to my students. I am fortunate to continue taking part in learning process as I am guided by and learn from my students.