Overview

One of the primary reasons that I teach at the University level is because I want to have a hand in teaching and encouraging the next generation of artists and thinkers. I believe that art and creative thinking is not only a vital aspect of society, but also a revolutionary one. At this level the students are just beginning to think more critically about what is going on in the world, how it affects them, and what their role is in that. I want to give my students a desire to learn and to think for themselves and then give them the tools to voice those thoughts effectively.

What excites me about teaching in the arts is that I am teaching their minds and their hands to work together, often in ways they are not accustomed to. When I give them a project or assignment, I am teaching them how to not just make the first thing that comes to their mind or what is easiest for them to physically build. I am asking them to push both aspects of their learning simultaneously. I am asking them to think deeply and to form a conceptual framework for what they want to say and then pushing them to build something that speaks clearly and concisely about that concept. That is a very difficult skill that they must learn to develop over time. It is immensely satisfying as an instructor when my students begin to work through that process and make work that they are proud of and that they can use to a build a strong portfolio.

Methods

My role in the classroom is to guide the students to become proficient in creating art in relation to what is relevant in the world today, their own conceptual ideas, and what their goals are for the future. I work to increase their proficiency and their creativity through individualized conversations and feedback and projects that promote their specific concept and areas of research and build their skills. I want my students to become individuals in their work and to create an environment where they are eager to make and explore. I push them to build life skills that will help them to be successful in the future. Time management, focus, and drive are key elements in their success or failure in each of the assignments.

During each assignment I spend time with each student talking with them about what they want to say (their concept) and how they want to say it (what they make). Often time, the students at this level have an overarching idea of what they want to say, but it’s too broad. It lacks the personal element that is vital in making great art. Through talking with them and working with them through their concept, they are often able to become more focused on what they are trying to say and, in turn, create work that is more profound and conceptual in nature. I am aware that I don’t have all the answers, because I am continually learning in my own research, so I am honest with my students about it. I use those times as an opportunity for me and my students to research, explore, and learn something new together. I find that these opportunities are some of the most beneficial for both the students and me.

Goals and Objectives

I teach two different types of classes, foundations courses and ceramics classes. Both types require that I teach the students the basic techniques of the medium.

In the foundations classes I focus on building their basic physical and creative skills and introduce them to as many different mediums as I can. My goal is to teach them how to use each type of medium proficiently so that they are better able to decide which one will best convey their ideas. I introduce concept from the beginning but increase the focus on it as the semester goes on. I feel that building their conceptual processes alongside their physical processes is an important part of the foundation’s coursework. I often utilize 5-10minute creativity warm ups at the beginning of class to cause them to think conceptually and inventively. These activities may include creating a sculpture with only objects that are found in their bags, drawing studies done with their non-dominant hand, creative writing prompts, and collage using only specific colors. They are not graded on these warm-ups, they are used solely to spark creative thinking.

When teaching ceramics, timing and attention to the clay are key factors. My first assignment is often an assignment where, if they are not careful about time management and plan out a schedule for building, it will fail. It requires them to build slowly, but because there is a tight deadline, they must work on it consistently so that it does not collapse or dry out. I also create assignments that require the students to make work that, even if it can be functional, it is first and foremost conceptual and thought provoking. Often students come in with a belief that ceramics is purely functional. I introduce them to contemporary ceramics artist that create works that are non-functional and are innovative in their field. I want them to stretch their ideas of what ceramics, and art in general, can be.

Evaluation

To measure student learning, I utilize multiple assessments to cover as various learning styles. These assessments have included:
• Collaborative projects
• Individual projects
• Portfolios
• Presentations
• Group and one-on-one critiques
• Discussion posts and responses
• Traditional exams and quizzes
• Writing activities