teaching philosophy

The idea that school is merely a method of gaining information can potentially undermine an individual’s growth, self-confidence and sense of responsibility. Instead of simply delivering information, I prefer to give students an opportunity to realize and appreciate each other’s presence, personality and potential contribution to the class. In this respect, the classroom can serve as a model for a broader community.

The most important component of an art class is the group critique. In my classes, group critiques are not intended to evaluate nor change the artist but rather to change the viewer: to make viewers more aware of their current perception and to give them an opportunity to perceive things differently. I tend to steer the discussion away from evaluating whether or not the artwork is successful, toward a more constructive discussion where new questions are raised and where observations and connections are made. The recognition of similarities and differences and the discovery of new ways of observing are essential for understanding our concerns and assumptions.

My goal as an educator is to facilitate an environment that ultimately results in self-driven motivation and independent thinking beyond the classroom. I do this by creating an atmosphere in which students are actively engaged in the learning process with less judgment and more inquisition. This kind of unrestrictive environment builds confidence and promotes innovation; it is a place where breakthroughs are made and new ideas are formed.