Art is a very individual experience, both for the viewer
and the maker. As a teacher of art I
believe that I must present any and all possible means of making art to my
student/artists. I feel that a solid
instruction based in academic soundness combined with the fertile minds of
students will create an atmosphere for the production of a valid form of art at
the foundations/beginning level.
The fundamentals, which I believe are heavily seeped in
learning to see, and a general awareness in life, coupled with the learning and
honing of technique, are very important considerations for students of
art. Whether the class is predominantly
lecture based with some hands-on elements as in the case of Art Appreciation,
or the more tactilely oriented studio classes such as Design, Painting, or
Drawing, the fundamental elements working in concert with the ability to
process what is seen or thought through a perceptive intellect to a physical
work surface is a viable beginning. For
those who will work in a traditional manner this is a means to an end. The fundamentals are also important to those
whose art-making or enjoying endeavors take them in a more conceptual,
non-traditional, or experimental direction.
The discipline and responsibility obtained through the learning of the
technical processes are character builders that enable the non-traditional
artist to create legible plans to a more conceptual end.
The manner in which my sensibility is centered in the
creative process of seemingly making something out of nothing, aids many
students in grasping what current art can be. I enjoy sharing slides of my work
with students as much as they enjoy actually seeing what their instructor does
in his art life. Exposing the student to
as much art as possible is another very important element in teaching. The student must create a broad base on which
to position him/herself in order to acquire the needed tools to call upon in
the subsequent creation of a valid personal niche.
I especially enjoy operating at the foundations
level. By having a hand in aiding the
direction and molding of fresh sensibilities, whether the student is just out
of high school or a non-traditional adult is why I love to teach. Beyond this, I have the need to perpetuate
the idea of art as an important element in our society. We all have to do our part in keeping this
often times misunderstood means of human expression alive and well.
I believe that the ability to recognize what it is a
student responds to, and assistance with encouragement in that direction will
aid in the cultivation of the student's sensibility, which is a first important
step to becoming an artist. Dealing with
many diverse egos moving in different directions at various speeds energizes me. Helping students to harness their raw energy
and bring it into focus is rewarding.
This focus should ultimately be brought to fruition in the form of a
thoroughly investigated image, in the case of studio classes, or art viewing
experience (Art Appreciation) that is completely satisfying.
Finally, I believe that teaching art is not and should
not be a lucid endeavor. The form
relative to teaching art should be individually engaged with each student. The path an art student chooses is one that
must be sought out and mined by an interested student with an equally attentive
instructor. This mutually rewarding
outcome is what I seek as the product of this intellectual collaborative that
will prepare the student for the next step in their educational experience.