As an instructor of fine art and design, I foster the artistic development and enrichment of others.
I impart my liberal arts education and life experiences as an artist to teach a balanced and disciplined-based art education.
The visual arts, its language of symbols, concepts, and meanings open alternative doors of discovery and intelligences that can act as a medium to integrate experiences in life together.
Thus, I am dedicated to cultivating and refining the intellect and exploring full human potential through visual communications.
“Pyramids, cathedrals, and rockets exist not only because of Geometry, theories of construction, or Thermodynamics,
but because they were first a picture—literally a vision in the mind of those who built them” Historian Eugene Ferguson Arts at the Core of Learning, 1996.
My educational perspectives are based on a collection of philosophical approaches. Using the “normative”
approach, I teach students the traditional and universal values in art, including the “why” and “how” ideas are conveyed symbolically.
Using the descriptive approach,
I teach students the various forms of visual art in a social, historical, and contemporary context.
The analytical approach is used to teach the fundamentals of art and an aesthetic approach to teach the languages, concepts, and meanings.
I apply the goals of each branch of philosophy to art education as well.
The “metaphysical” nature of art—creating, meaning, and existence reveals how art can be personally, socially, and historically significant.
Epistemology is applied to art knowledge, the boundaries and inspirations, and reveals that our feelings and intuitions are related to what we produce and perceive.
My views of an ideal educator, teaching methods, management, and evaluations are eclectic as well, having a basis in various fields of educational theory.
However, they are heavily influenced by “Progressivism” and “Postmodern Reconstructivism”.
Innovation, change, and diversity characterize my beliefs.
The education system has the power to improve society and is fundamental to the construction of one that is free of discrimination and concerned with community and global welfare.
As a “Perennialist” and “Essentialist”, I also believe in the importance of a liberal arts education and studies of past achievements.
Time is a continuum of constantl and changing experiences that build upon one another to guide us toward the future.
As a reflective and conscientious art educator, I plan to be a significant contributor to those experiences that help establish:
- The inherent worth of each individual
- A positive learning environment
- Inclusion of all
- Reflective and scholarly thought
- The freedom to choose
- Human dignity and diversity
My curriculum ideas, methods, management, and evaluation focus on the individual and the group.
They are experience-centered, reflective, and relevant.
The open and active learning environment allows for individual learning differences and is responsive to the needs of the group as well.
I promote observation, analysis, and critical thinking.
Questioning assumptions, examining issues and trends of the future encourage the development of innovative solutions.
My classes are full of reciprocal relationships that include feedback, movement management, monitoring activities, reinforcing skills, and resolving unexpected problems.
I use behavioral objectives to obtain student accountability and my evaluations are authentic and informative.
The combination of my liberal arts education, experiences as an artist and eclectic philosophical approach to art education,
I profess to enrich the learning experiences of others through visual communication as my life continues to be enriched.
I dedicate my life to develop, deliver and promote quality fine art, design and a disciplined-based art education.