Teaching Philosophy

I believe in the development of students’ voices in both visual and verbal language. This includes an awareness of the multiple meanings inherent to language as well as their potential impacts on people whose perspectives and experiences may differ from their own. My aim is to guide students through various ways to create meaning, research, analysis, and the ability to critically assess their choices of visual and verbal language in order to clearly communicate their intended concepts regardless of media or mediums. Art, as the larger general category, is an integrative practice where the level of integration varies by the differences in pedagogical approaches between first year students and graduate students, the hybridity or exclusive use of mediums and tools, specific disciplines, and an awareness of the potential impacts, both positive and negative, upon audiences.

I believe in a classroom which provides opportunities for growth and equity for all students through the acknowledgment and communication of clear classroom policies about expectations, the time needed to advance their practice, level of professionalism, and diversity and inclusion in order to welcome and set the tone for a positive learning environment regardless of whether the class is virtual/online/remote or in person.

In an environment dominated by technology and screens, students are encouraged to develop an acknowledgment and care for their own minds and bodies as part of a holistic and inclusive approach to education.These habits and skills will transfer into their future classes, studio practices, and their professional lives.

I believe and utilize the guidelines for Universal Design for Learning to provide multiple means of representation to give students access to all course materials in a variety of formats and media presentations. I provide multiple means of action and expression through the definition of clear goals for each class and project and opportunities for the use of multiple tools for hands-on learning experiences in both digital and physical environments. To sustain effort and persistence in support of multiple means of engagement, I provide regular feedback through class critiques, small group discussions, written critiques, peer-to-peer skill sharing, and individual choice in either assignment subject or methods depending on the project. Additionally, I utilize screencasts to assess student digital files, teach a technical software skill, or record extended explanations with visuals. The use of screencasts coupled with a graded rubric allows each student to see, hear, and read a detailed evaluation of their visual work regardless of class size, class duration, or scheduled office hours.

As a recent doctoral graduate, my experiences as a student help me to better relate to my own students. As an artist with an extensive exhibition record of sideshow banners and classical paintings of contemporary subjects, as a graphic designer with over twenty years of experience, and a maker, I regularly blur the boundaries between processes and disciplines. As I share my process and exhibitions with my students, I welcome their presence and feedback as a sign of mutual respect, inspiration, and as someone who practices what they teach.