Throughout my career as an educator I have taught a wide range of subjects to a diverse student body and have consistently utilized several key elements: development, exploration, associative thinking, discovery, communication, concept, dedication and intuition.
In the classroom, my primary goal is to provide a supportive atmosphere that enables students to explore their creativity, hone their technique and gain a better understanding of the attributes that define them as image makers and designers. Students are offered the necessary tools to mature, acquire critical thinking and problem solving skills and complete their courses with the awareness and confidence to produce work that exceeds their expectations.
The first step in implementing my philosophy is establishing a classroom environment that emboldens students to take responsibility and ownership of their learning. By instituting clear learning outcomes and objectives in the syllabus that are continually reinforced through the lectures, activities and assignments, I strive to establish relevant connections between the course content and the student’s future career. Lectures and daily activities begin by orienting the students to the “What, Why, and How” of the day’s lessons using a short, guided classroom discussion. Experience has taught me that when students understand how their course work will prepare them for their future, they attribute more value to what they are learning and the effort they are putting forth.
As students utilize associative thinking and learning in their courses they develop “big picture” design thinking and make important connections that encourage complex problem solving. This type of thinking engages students in more open discourse during lectures and creates unique opportunities for communication. During classroom demonstrations, I integrate student participation to enhance retention and encourage experimentation and confidence in new processes. In one-on-one conversations with students I encourage them to view their work with critical detachment, identify strengths and weaknesses, define motivations and inspirations, and view unsuccessful attempts as a constructive part of their conceptual and technical development. As students gain insight and confidence in their own creative process and apply connective thinking, they become more adept at analyzing work and giving beneficial feedback, which leads to more productive group critiques.
The driving force behind my teaching philosophy is the inspiration that comes from being surrounded by minds submerged in the creative process. The joy of sharing my knowledge, while continuing to learn from each student and my colleagues, makes teaching both gratifying and beneficial. My reward is witnessing students take pride in their achievements and discover their creative motivations.
In the classroom, my primary goal is to provide a supportive atmosphere that enables students to explore their creativity, hone their technique and gain a better understanding of the attributes that define them as image makers and designers. Students are offered the necessary tools to mature, acquire critical thinking and problem solving skills and complete their courses with the awareness and confidence to produce work that exceeds their expectations.
The first step in implementing my philosophy is establishing a classroom environment that emboldens students to take responsibility and ownership of their learning. By instituting clear learning outcomes and objectives in the syllabus that are continually reinforced through the lectures, activities and assignments, I strive to establish relevant connections between the course content and the student’s future career. Lectures and daily activities begin by orienting the students to the “What, Why, and How” of the day’s lessons using a short, guided classroom discussion. Experience has taught me that when students understand how their course work will prepare them for their future, they attribute more value to what they are learning and the effort they are putting forth.
As students utilize associative thinking and learning in their courses they develop “big picture” design thinking and make important connections that encourage complex problem solving. This type of thinking engages students in more open discourse during lectures and creates unique opportunities for communication. During classroom demonstrations, I integrate student participation to enhance retention and encourage experimentation and confidence in new processes. In one-on-one conversations with students I encourage them to view their work with critical detachment, identify strengths and weaknesses, define motivations and inspirations, and view unsuccessful attempts as a constructive part of their conceptual and technical development. As students gain insight and confidence in their own creative process and apply connective thinking, they become more adept at analyzing work and giving beneficial feedback, which leads to more productive group critiques.
The driving force behind my teaching philosophy is the inspiration that comes from being surrounded by minds submerged in the creative process. The joy of sharing my knowledge, while continuing to learn from each student and my colleagues, makes teaching both gratifying and beneficial. My reward is witnessing students take pride in their achievements and discover their creative motivations.