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To teach means so many things. This multi-layered action verb is
packed with a spectrum of denotations and connotations. These
definitions and the roles they assign interplay in the dynamics of
the studio classroom. All definitions must be put into focused
application for a successful exchange between student and professor.
An exchange is established by numerous means. Individuals learn and
process information differently, i.e.-books, visuals,
demonstrations, experience, trial and error, etc. I am very thorough
in regards to insuring that information and technique is presented
in a manner that filters through a diversified communication line.
This line must in a sense be like that of a mutli-line phone system
consisting of in-coming and out-going calls.
Initially, a foundation must be built. Within this structured
curriculum, I develop a series of lectures and demonstrations that
are extracted from a variety of sources and formats. Craft,
technique, theory, and history must be addressed. My goals as a
teacher are to expose my students to the building blocks of
metalworking. With this structurally sound foundation, the continued
development of technique and designing will be successful. The
exposure and practical application of the basic elements of design
direct the student down the path of independent and advanced levels
of creative thinking. This pathway of possibilities leads to
successful problem solving and sophistication in upper-level
artworks. Of equal importance is the need to expose the student to
contemporary and historical artists and art movements via visual
examples through presentations and private research. In addition,
design theory and strategy must come into play during discussions
and class critiques of student artwork. This serves as a springboard
enabling students to communicate and critique with a discerning eye.
It is evident in the art world of today, the need for an artist to
express himself or herself verbally and in the written format
In a holistic manner, this knowledge must be directed to the diverse
range of materials and techniques. In order for the student to
engineer the vision of the art piece, technical mastery must be
achieved in regards to craft. Exploring and integrating appropriate
materials and processes into the artwork is the skeletal structure
of any conceptual and thematic piece. Technical samples, reference
materials, and detailed demonstrations serve to produce
quality-crafted works.
At any level of education and in any medium, existing is a standard
of expectation. As the student continues his/her endeavors, the
above mentioned responsibilities I have as a teacher must continue
to grow according to the student's needs and the class as a whole. A
student must learn how to carry on where I've left off. I strive to
expose the possibilities in designing and building, to challenge the
student, thus sending him or her in a direction of self-reflection,
motivation/exploration, and brainstorming pertinent to an artist's
future. My duty is to channel my skills and experiences as an artist
and teacher in order to guide the student towards independent
thought and to the completion of mature artwork. Today, being an
artist does not only mean creating artwork. In order for students to
carve out an art career, my responsibilities include preparing a
student with professional skills, i.e.-portfolio preparation,
presentation, writing, self-promotion, tax preparation, etc.
Without a method of organization and structure, a positive and
productive learning environment cannot be constructed, but the
ability to be flexible and bend when necessary must exist because
expression and creativity is of the utmost importance. In any class,
there is a throwing together of extreme personalities, levels of
education, potential, backgrounds, and student comprehension. How
each individual processes information and knowledge is unique and
sometimes complicated. Knowing how to mentor the class and challenge
the individual is a balance a teacher must possess. It is my duty
and honor as the professor to be passionate and dedicated in this
exchange of learning. As a metalsmith artist, not only must I
possess all these skills, but I am enamored with the material of
metal and the techniques. These qualities are brought forth and
evident within the dynamics of the studio classroom.
On being a teacher, one knows that it is a part of her. A
transformation occurs in the classroom -this is the marriage of
knowledge and passion coupled with the gift of communication. |
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