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TEACHING PHILOSOPHY
One of the great advantages for an artist in our contemporary society is to have an understanding of how art functions in this postmodern era. There are many definitions and theories of what “art” is and how it is experienced. Few would argue that art operates on multiple levels. To possess an awareness of the concurrent purpose of contemporary art in addition to a knowledge of art history is to be better equipped to create art that is significant and successful. It is my belief that teachers must help prepare their students to enter the field of art by introducing them to these contemporary thoughts and theories. Being aware of how one’s art might be received helps an artist identify his/her artistic intent and to work more consciously toward that purpose.
Studio teaching can and should touch on many artistic concerns. Even at the foundational level, students can begin to think about ways in which their art affects the viewer. Technical and formal concerns should be considered first and foremost for the beginning art student and are essential in providing the student with the basic tools to create art that functions successfully on a purely aesthetic level. These foundational skills must be taught earnestly with the idea that they serve as the groundwork for all other functions of art. Once technical and formal skills are well-established, a teacher can introduce conceptual and expressive concerns urging their students to consider their artistic intent before they approach the easel, and then to critically assess their work in progress, periodically asking themselves if they are still on course or if the function of the work has shifted. The importance of the critique process (by self, by instructor and by peers) cannot be overemphasized. It is through critique that a student learns on which level(s) his/her work best performs and why. Without critique, a student might unwittingly continue to make work that is aesthetically or conceptually weak.
The role of the studio art teacher has many aspects, and one of the most important is to provide the student with possibilities. That is, to help the student clarify his/her own artistic vision, nudging and enabling the student to take risks, and to take the fear out of failure by permitting failure to help direct one’s growth and success. This is accomplished with instruction through lecture, demonstration, discussion and example.
Whether the definition of “art” refers to the object or form created, whether it refers to the process of creating or developing that object or form, or whether it refers to the indefinable phenomenon which occupies the space between the object or form and the viewer, it is the responsibility of the teacher to instill in her students skill and confidence borne of knowledge and understanding, as well as respect for that which is unknowable. |