My teaching philosophy is primarily founded on an intense schedule for the production of imagery. As intuitive as this statement may seem, by encouraging a classroom that highlights a rigorous and intense schedule of producing imagery and designs, I encourage my students to resolve and troubleshoot problems that arise when concept and technique are at odds as deadlines are looming. In this way, students spend the majority of their time in my courses learning how to resolve problems and achieve their intended results through creative logic, experimenting with technical tools and examining the solutions offered by other industry professionals. By creating an intense structure to produce under, students are forced to interact with one another and understand the importance of collaboration as not only a creative skill, but a life skill, while also encouraging a dialogue within their peer group. A goal I have as an instructor is to prepare my students to succeed when I am no longer available to guide them through technical applications or processes. Offering assignments that are commercial, artistic, and blended media such as illustrations, blog design and animated advertisements, I create a program for my students that introduces them to various ways of thinking creatively. Keeping in mind that the future is unknown, I focus my classroom activities on preparing my students to leave with the capacity to embrace, critique, and respond to changes in contemporary art practice and the contemporary world they drive.

My experience in the classroom has changed tremendously over the few years I have taught, while in the past some students would have to withdraw from a program due to injury or emergency; I have become more available through media such as Skype & Blackboard to offer demonstrations and on-line tutoring to students that could not physically be in the classroom. As an instructor I create a classroom experience that combines a variety of very important methods; for my students this involves intense critique, production, and collaboration. As for my own instruction methods, I include a multi-level approach that includes; technical worksheets, online tutorials, complex demonstration files that students have direct access to for reference, and in-class demonstrations for all techniques offered in real time. In this way, I cater to a variety of learning styles and a diverse classroom experience. While not all students’ goals are the same, the skills I highlight within my classroom are applicable across all art mediums: technical skills, cultural knowledge, and the ability to discuss creative matters while team building, thus I produce students that can successfully enter a dialogue that spans multiple industries and audiences. The standards I set for my students are high, and that reflects the natural course of things within the real-world setting, while the classroom is the place to safely learn and experiment, it is also the place develop a critical eye and ear in regards to the cultural dialogue that is happening in media and the arts, and I feel priviledged to be a part of it.

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