Student Work
Teaching Philosophy
I believe the artistic discipline is one which calls for an advanced level of confidence and bravery in risk-taking and experimentation. It is a discipline which commands a high level of maturity and sense of responsibility. The artist must not only tap into that which is the root of humanity, the pain and the joy, but the artist must also make definitive, problem-solving, decisions along the way and must take ownership of the final result. Art-making a discipline not only in that it is an area of interest, but a discipline in that it is essential that the art-maker have a strong sense of commitment and consistency to the exercise and practice of the process over time. It is the paradigm of balance, asking for a harmony between the freedom of those wild things inside of the artist and the daily maintenance of an everyday life. To be an artist is not a feat that should be taken lightly.
To consider a student's movement within the artistic discipline necessitates perspective on multiple planes. Students should demonstrate control over the tools and materials used in the art-making process (This will be considered the student's craft.), the formal constructs specific to an artistic medium, and their intent in the wedding of these things together. The art-making journey a full circle, in that it is an artist's concept which begins the voyage, craft and commandment of the medium which feeds form, and form which leads to the communication of that initial concept. It is therefore integral to the process that an artist stay focused on their intent and what all this combination of beauty and intellect will imply, as they must take responsibility for these implications.
Rarely is art a solitary endeavor, as most relies on an audience. In this light, it is so that there is a community which forms around art. It is niaeve to think that all members of the community are voluntary, as they are not neccessarily so when made subjects or objects of an artistic query. It is because of this that an artist must be not only self-aware, but aware of others, as the artist must be able to answer for their art. The artist cannot take responsibility for the viewer, but it must be that they take responsibility for themselves, for each and every decision, intentional or unintentional, that the art-making process demands for them to make.
It is important that students begin to realize that there are many different realities out there, leading to different perspectives, resulting in different truths. Furthermore, that there are not only truths, but opinions, emotions, and desires, and that these can all be looked at as different forms of motivation, which together intertwine to become an individual's perspective.
While the best works are intentional, it is understood that intentionality is not always present at the onset of the art-making process, but expected that it should be certain by the time of the completed design; a work of art may (can, should) change and evolve over time.
I believe in a holistic approach when teaching. As a teacher it is my job to create an environment where the student feels both challenged and safe. It is this safe space, where a student can "fail" that will facilitate a student's learning and growth, not only as an artist but as a human being. Making the room, both in space and time, and providing the tools, the knowledge and the materials, along with offering the support, will allow for the student to come into their own as a confident, purposeful individual, and a contributing member of the community. Whether it be through the study of art, or science, literature, or something else completely, every person deserves this opportunity.
...more to come...
I believe the artistic discipline is one which calls for an advanced level of confidence and bravery in risk-taking and experimentation. It is a discipline which commands a high level of maturity and sense of responsibility. The artist must not only tap into that which is the root of humanity, the pain and the joy, but the artist must also make definitive, problem-solving, decisions along the way and must take ownership of the final result. Art-making a discipline not only in that it is an area of interest, but a discipline in that it is essential that the art-maker have a strong sense of commitment and consistency to the exercise and practice of the process over time. It is the paradigm of balance, asking for a harmony between the freedom of those wild things inside of the artist and the daily maintenance of an everyday life. To be an artist is not a feat that should be taken lightly.
To consider a student's movement within the artistic discipline necessitates perspective on multiple planes. Students should demonstrate control over the tools and materials used in the art-making process (This will be considered the student's craft.), the formal constructs specific to an artistic medium, and their intent in the wedding of these things together. The art-making journey a full circle, in that it is an artist's concept which begins the voyage, craft and commandment of the medium which feeds form, and form which leads to the communication of that initial concept. It is therefore integral to the process that an artist stay focused on their intent and what all this combination of beauty and intellect will imply, as they must take responsibility for these implications.
Rarely is art a solitary endeavor, as most relies on an audience. In this light, it is so that there is a community which forms around art. It is niaeve to think that all members of the community are voluntary, as they are not neccessarily so when made subjects or objects of an artistic query. It is because of this that an artist must be not only self-aware, but aware of others, as the artist must be able to answer for their art. The artist cannot take responsibility for the viewer, but it must be that they take responsibility for themselves, for each and every decision, intentional or unintentional, that the art-making process demands for them to make.
It is important that students begin to realize that there are many different realities out there, leading to different perspectives, resulting in different truths. Furthermore, that there are not only truths, but opinions, emotions, and desires, and that these can all be looked at as different forms of motivation, which together intertwine to become an individual's perspective.
While the best works are intentional, it is understood that intentionality is not always present at the onset of the art-making process, but expected that it should be certain by the time of the completed design; a work of art may (can, should) change and evolve over time.
I believe in a holistic approach when teaching. As a teacher it is my job to create an environment where the student feels both challenged and safe. It is this safe space, where a student can "fail" that will facilitate a student's learning and growth, not only as an artist but as a human being. Making the room, both in space and time, and providing the tools, the knowledge and the materials, along with offering the support, will allow for the student to come into their own as a confident, purposeful individual, and a contributing member of the community. Whether it be through the study of art, or science, literature, or something else completely, every person deserves this opportunity.
...more to come...
