Teaching Philosophy

My most valuable teaching moments are when I succeed in touching students in a way that enables them to trust their own experiences and perceptions. This leads to genuine work. As an educator, knowledge of human nature—intuitive knowledge—is an essential quality. This is especially true within the fine arts curriculum. My job is to recognize and develop the natural abilities and temperaments of students. Being able to see behind the art images and into the depths of those with whom I work is something I have cultivated over the years.

I offer students a broad range of options including traditional and contemporary approaches, and develop in students an attitude that is both flexible and discriminating so that over time their own unique approach can evolve and emerge. I encourage students to respond formally, conceptually, and emotionally. My classes look at the works of the masters. I emphasize composition without dispensing with feeling. I firmly believe that the expression of feeling is fundamental to art making, and students must grasp how art elements (color, shape, texture, value, and line) arouse responses in the viewer. They must also understand that if we create order and rhythm within our work whatever feeling we seek to express will be enhanced and strengthened.

Once students have learned to look at drawings and paintings with an eye for the underlying structure, they are ready to proceed with their own creative process. I believe that artistic skill grows out of the creative spirit. I do not believe that creative spirit is the result of learning skills. Consequently, I aim for a balance by helping students develop both at the same time. My role is to help them accept the challenge to reach deeply within themselves and to allow the creative process to flow outward. Later critique is appropriate.