teaching philosophy
The classroom/studio is a setting where students acquire technical and conceptual skills within a historical and contemporary framework, equipping them to articulately represent their ideas. In my classes, students receive focused instruction in a dynamic, interactive environment that includes learning from practice, critique, discussion, readings, and both individual and collaborative inquiry.
I construct my classes on the following premise: art making requires the understanding, implementation, and development of a visual language. This language is built from formal and conceptual elements similar to an alphabet, words, and syntax. It is essential that students become familiar with a range of materials, methods, and reference so they may develop a functional vocabulary and understanding of the visual language.
Regardless of the course title, I emphasize the view that the medium is a “tool for expression.” One must understand its strengths and embrace its weaknesses. Ultimately, I strive for student self-initiative throughout the course by making assignments engaging, challenging, and rewarding. The worst mistake I could make would be to surrender students to compliance. I maintain emphasis on formal and conceptual principles while introducing students to new ways of working and thinking. My basic courses introduce students to themselves as the center of the class. Courses include demonstrations, tutorials, creative assignments, and critiques. Through acquiring basic skills, students are provided with confidence and vocabulary with which to enter territory that is more complicated.
In more advanced classes, I introduce possibilities for expanding the visual and conceptual discussion. In-progress critiques are conducted regularly so that students are able to practice their critical thinking skills. When students successfully resolve formal and conceptual problems, critiques become especially engaging. While reviewing the work of peers, students are asked to identify associative meanings of form and material and recognize conceptual structures.
As classes advance, assignments become less structured by me and increasingly student-designed. I work closely with students to initiate, encourage, and articulate their ideas visually during this time. It is my hope that students in my courses will expand their creativity, build critical-thinking skills, establish a sense of responsibility for their work, and see themselves as active, powerful participants affecting the world around them.
It is most important to me that the studio is a place to continually learn about oneself. My role is to provide students with a model for continuous self-development and divergent thinking. I am constantly aware of my interactions with students. I allow each student to make his/her own choices as well as encourage student interaction. During this research, I support and assess the development of strategies and focus my energy on observation and interaction.
teaching materials lglaketeaching.wordpress.com
I construct my classes on the following premise: art making requires the understanding, implementation, and development of a visual language. This language is built from formal and conceptual elements similar to an alphabet, words, and syntax. It is essential that students become familiar with a range of materials, methods, and reference so they may develop a functional vocabulary and understanding of the visual language.
Regardless of the course title, I emphasize the view that the medium is a “tool for expression.” One must understand its strengths and embrace its weaknesses. Ultimately, I strive for student self-initiative throughout the course by making assignments engaging, challenging, and rewarding. The worst mistake I could make would be to surrender students to compliance. I maintain emphasis on formal and conceptual principles while introducing students to new ways of working and thinking. My basic courses introduce students to themselves as the center of the class. Courses include demonstrations, tutorials, creative assignments, and critiques. Through acquiring basic skills, students are provided with confidence and vocabulary with which to enter territory that is more complicated.
In more advanced classes, I introduce possibilities for expanding the visual and conceptual discussion. In-progress critiques are conducted regularly so that students are able to practice their critical thinking skills. When students successfully resolve formal and conceptual problems, critiques become especially engaging. While reviewing the work of peers, students are asked to identify associative meanings of form and material and recognize conceptual structures.
As classes advance, assignments become less structured by me and increasingly student-designed. I work closely with students to initiate, encourage, and articulate their ideas visually during this time. It is my hope that students in my courses will expand their creativity, build critical-thinking skills, establish a sense of responsibility for their work, and see themselves as active, powerful participants affecting the world around them.
It is most important to me that the studio is a place to continually learn about oneself. My role is to provide students with a model for continuous self-development and divergent thinking. I am constantly aware of my interactions with students. I allow each student to make his/her own choices as well as encourage student interaction. During this research, I support and assess the development of strategies and focus my energy on observation and interaction.
teaching materials lglaketeaching.wordpress.com
