Teaching Philosophy
When I first started teaching, my primary concern was that my students learned the things I thought they needed to know. Throughout the years I experienced a series of realizations, some driven by my students, others by situation, which have led me to my current approach to teaching art.
A philosophy of teaching presumes an approach to learning. The pedagogical practice of an educator is a matter of finding the correct balance of exchange between teacher and student. The key to obtaining this balance is to recognize and identify the different learning approaches of their students. My goal is to connect with these various approaches by applying diverse methodologies. These methodologies include critical thinking, aestheticism, and multiculturalism, literacy, and comprehension.
Below are some examples of these methodologies:
Critical thinking involves putting yourself in a questioning frame of mind. Without it, teaching art becomes a boring mechanical process. Our contemporary society is constantly bombarded and dominated by images. The student must be provided with tools to receive these images, actively instead of passively, and engage them as critical thinkers.
Aestheticism involves a philosophical set of principles relating to the appreciation of art. Looking at all types of art can be rewarding, disquieting, or provocative. By learning the artists’ aesthetic tools students learn to recognize and understand the context of works of art.
Multiculturalism (local/global) – As educators in art we must look not only at issues in the art world, but also in the broader world. Race, gender, politics, religion and more social issues must be explored and provide infinite directions for pragmatic models for students for tackling big questions like “Why do artists make art?”
Literacy in art focuses on visual literacy. Students need to be able to deconstruct our visual culture, and decode the messages, of which the world is composed, in order to choose which ones to accept or reject.
Comprehension – The more a student studies art and art history the more they are engaged with other disciplines of the humanities and social sciences. Students gain a better knowledge of self-expressions, attitudes and various manifestations of interpretations such as Formalism, Semiotics, Iconography and Deconstruction.
Teaching requires balance and enthusiasm. I have always had a desire to create and learn about art. Enthusiasm for your chosen field can overcome boredom in the classroom and stimulate your students to engage in the subject.