Philosphy of Teaching
In a supportive environment
the potential for learning can grow exponentially. In such an environment
I emphasize the importance of a strong foundation of craft and
basic techniques of a process to enable my students a varied range
of tools and techniques to communicate their idea clearly. With
this breath of understanding of traditional media, the student
evolves the processes in non-traditional ways. I feel that from
the start it is imperative for students to develop, not just their
technical abilities, but also their ability to communicate verbally.
Just as the dynamics of each class is different so is each student.
In developing a rapport with students I find it effective to
meet them where they are. In other words, to encourage the
student to
make his or her own personal, relevant points of entry into course
curriculum and studio practice. I find it helpful to track what
the student wishes to express, because it is my role to foster
the student’s awareness of their strengths, skills and invested
line of inquiry.
I make every effort to create an atmosphere that engages students
to work in different ways, experiment with new materials, and
ask critical questions about their present understanding of
art, which
helps them develop their full potential. I encourage students
to ask questions and explore problem-solving strategies by
relating theory and criticism to the studio process. By these
challenges,
the student re-designs or re-defines what they know, and do
not rely on a “one-best-way” mentality. I strive to give
students meaningful contexts and provide clear objectives that
offer tangible and conceptual challenges. I want to inspire my
students to work in a range of materials, concepts, and processes,
which in turn develops visual sensitivity through perceptual, intellectual,
and technical skills.
I feel it is important to provide a balance between discipline
and freedom by standing firm while having creative flexibility.
When evaluating and assessing student performance, it is
important to clearly articulate my expectations and be encouraging
while
giving constructive criticism. There is always the reality
of an artwork that does not communicate what the student
intended, however,
I encourage the students to view this as a learning experience
that can bring about unimagined solutions.
Tactile and conceptual inquiries are rooted at the core of my
own development as a maker. By demonstrating my own commitment
to art
practice and production, and providing constructive feedback,
I wish to be a role model. I hope to inspire my students to
take
chances and give them with the desire to push themselves further
than they might normally be willing to go. Above all, I actively
promote students to investigate individual interests with traditional
and new media technologies in an effort to develop cross-disciplinary
work, which enlarges the artistic dialogue within an institution,
as well as in the public sphere.
-Andrea Gaydos Landau
