Emily Somoskey: Philosophy of Teaching

Beyond being a means of visual communication, art has the potential to transform the way we engage with our world, promote acceptance of diverse perspectives, and strengthen an individual’s problem-solving capabilities and responsiveness to change. As an art educator, I integrate these values into my curriculum to create an authentic learning environment that serves students in their lives far beyond the classroom. I foster an atmosphere of engagement where students can communicate openly and actively learn through the process of making. In foundations and advanced level courses, students gain fundamental knowledge of the formal and structural aspects of art and design, as well as technical facility with a variety of mediums while being challenged to think critically, creatively and conceptually.

My curriculum is built upon providing conditions for growth through student-led inquiry, trial and error and reflection. Projects are designed as a way to frame a creative investigation, not to direct a universal product or outcome. As an instructor, I help students discover and refine their individual artistic voice as they formulate strong, intentional design choices. Students learn to deliberately utilize the elements and principles of design to enhance their conceptual framework; connecting form, concept and technique. In Drawing I, bi-weekly homework assignments provide an opportunity for diverse problem-solving approaches based in observational drawing that allow students to demonstrate their understanding of core concepts. These assignments require students to thoughtfully select, arrange, and imply meaning through the juxtaposition and character of objects they render. For example, an early assignment asks students to create separate works that embody both a utopia and a dystopia; in which students must extend their thinking beyond the literal to engage with notions of metaphor, allegory and narrative while incorporating atmospheric perspective, line variation, and other “big ideas” discussed in class. 

Reflection is a critical step of the creative process, and is done frequently through both written and verbal discussions. Students share their work as a way to recognize strengths, areas for improvement, and springboard discussion. Regular critiques allow students to articulate their ideas while visually analyzing a wide range of results created by their peers. Not only does this familiarize students with course content, it cultivates a strong sense of community and empathy within the classroom. Critiques and discussions ultimately lead to an increased understanding and appreciation of diverse approaches. Diversity is integral not only to art-making, but is paramount in enlivening our surroundings and broadening our scope of the world. 

Creativity thrives from diversity, and because of this, I integrate an array of media, tools, processes and ideas in all of the courses I teach. In my Color & Design course, students approach design using a multiplicity of traditional and contemporary media. Using collage, drawing, painting, photography, and digital technology not only introduces students to a wide range of making techniques, but also changes the pace of the course. These different methods cause students to slow down and speed up at different intervals, increasing their sensitivity and decision-making sensibility within an ever-changing environment. I integrate digital methods at the Foundations level to further broaden students’ understanding of art and contemporary methods. Students utilize applications within the Adobe Creative Suite as a way to generate, manipulate and identify design patterns, as well as integrate manual and digital processes. As an extension of our gesture drawing unit, virtual reality allowed Drawing I students to involve their entire bodies in the process of making using Google Tilt Brush. These activities invite students to explore the infinite possibilities of art and design, while engaging with methods beyond the traditional studio environment. Being attentive to these differences in process helps students become attuned to ways in which they respond and navigate changes beyond the classroom. 

As an art educator, my ultimate goal is to open the minds of my students to the importance of creative thinking and increase their sensitivity to the world around them. Art is not just about aesthetics or technical skill: it is a way of thinking that transcends the confines of the art studio or classroom. My aim is to help equip students with the skills and confidence to critically approach our incommensurable and information-driven world with perceptiveness and ingenuity, and allow them to see the necessity of creativity in all aspects of their lives.