Teaching Intentions

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On a daily basis, students experience an ever-increasing amount of stimuli. As culture is interrupted with newer technologies, the educator is called to use these technologies in enticing ways that both grab students’ attention, and expand their field of knowledge. The digital world is evolving new processes of printmaking every day. I ensure students are adept at both traditional and digital processes to guarantee students merge into the contemporary art world with a current, progressive knowledge. I instruct students to integrate digital imaging processes into their prints to open new opportunities. Students are able to see new directions in printmaking, get excited about new techniques, and draw connections between traditional and contemporary processes, and cross-disciplinary art making.

Successful art requires practice. It is important for students and the instructor to work through ideas to solve problems, stressing both physical and mental demands of a process to help students reach their potential. During individual and group critiques, I suggest many different directions a project can take to promote students to think radiantly, both in process and in concept. I stress the importance of working through to fruition, and assessing the success of those results. Divergent thinking will inform students of the considerations that are needed for the next project to be successful.

I encourage the incorporation of influences from outside sources. Just as students are expected to physically master the techniques of specific media, they are also expected to be able to cognitively use outside inspirations to facilitate stronger images and concepts. Whether these sources are literary, historical, or appropriated imagery, students must understand the implications inherent in content and concept.

It is important for students to recognize and appreciate a wide array of professional artists in their field. Students can acquire this knowledge in two ways: research and instruction. Instruction of contemporary art is a definitive way to not only ensure students leave a class with a knowledge of professional artists working today, but also a desire to explore and be engrossed in the contemporary art world. Research conducted by students sparks interest in media and content.

Art criticism is the soil from which all artists grow. I encourage students to participate during critiques and use appropriate vocabulary, both formally and conceptually, to speak about their own and their peers’ work. Through assigned critical readings, students will become adept at criticism and creating a dialogue. Students must be able to verbalize the conceptual decisions within the work.

It is my intent to leave students with a full knowledge of a wide array of processes and an ability to speak critically about their own work and the work of others.