Carlos Kessler
ARA598, Principle-Core Art Instruction
Dec.12, 2015
Teaching Philosophy
“Study without desire spoils the memory, and it retains nothing that it takes in.” Although Leonardo da Vinci said
this in the 1500’s it is still relevant today. My goal as an instructor is to pique my student’s natural artistic curiosity
and to transfer my enthusiasm for the visual arts. As an instructor I act as a facilitator by giving them e just enough
direction so that they feel comfortable enough to immerse themselves in working in the ever changing field of the
arts.
My teaching philosophy is informed by the theory of constructivism which holds that in order for the student to
gain practical knowledge there must be interaction between their ideas and experiences. The learner must actively
create their own knowledge through real world experience. I strive to give students a foundation that they can
build on through their own inquiry. My goal as facilitator is for my students to develop their own ways of thinking,
working, and ultimately contributing to society. To facilitate this process, I try to create an environment and frame
work in which students are given an entry point into complex ideas, are provided with the necessary skills and
tools to begin to tackle them. In each project students are challenged by different themes, methods, and
techniques.
While I feel students need structure, there also needs to be opportunities for personal exploration. In the
traditional atelier, the student mimics the behaviors and processes of the master. My ideal class room is modeled
on the traditional atelier. I believe there’s a right way and wrong way to do things and that a good teacher is not
only able to teach their students good craftsmanship but can also be a mentor as a balance to the highly structured
apprentice model, my ideal classroom affords opportunities for personal discovery and exploration. I always
remain open to and encourage out of the box thinking within this setting. A typical sequence of learning for studio
work includes a range of experiences such as demonstrations of process, engagement with hands on experiences,
and interaction with the instructor and peers in focused critique sessions. The final goal is for students to operate
independently and safely with confidence and proficiency with the possibility of unexpected artistic outcomes.
As a teacher of three dimensional design I introduce students to fundamental elements and principles of design as
a way to expand their expressive vocabulary. I let my students know a strong concept can be enhanced by good
design. I believe that the elements and principles of design provides them with a vocabulary they need to create
visual appealing highly expressive works of art.
It is important to realize that each student is different. When it comes to fleshing out ideas some of them are
timid and need reassurance and encouragement to reach their full potential. Others settle on an idea and move
through projects very quickly. Although the latter students is a great strength sometimes they need to pay more
attention to details. Other times I try to get them excited about other elements that could be added to a given
project. One of the things I find helpful when teaching to a diverse body of students that consist of many different
learning styles is to present the material in as many modalities as I can. These usually include power point
presentations, lecture or videos and demonstrations. When they begin the project I incorporate brainstorming,
sketches, mind mapping and discussion eventually moving to hands on modalities that often utilize peer to peer
interaction, collaborative projects and one to one discussion and hands on interaction between me and the
student.
I believe that is very important to let students know it is not only okay but at times necessary to incorporate their
interest and passion into their work to get them comfortable with being themselves as artists. If they can learn to
do this as a student, they are far more likely to not only continue in the art field but to create their own path based
on who they are. The arts become a highly rewarding area that can leave students and artist with a sense of deep
personal satisfaction.
Whenever pertinent I try to share my experiences as well as any challenges that I have faced as an artist to my
students. This is my way of setting an example and lets them know what they may expect in the field. I also feel
like it helps the students see me more as a mentor rather than just a teacher. As an instructor I believe it is
important to support students’ individual research and their interests.
Once the student actually begins building their work their ideas and projects inevitably evolve. As a teacher I
believe it is important to let students know to keep an open mind and remain receptive to the challenges and
possibilities they encounter during their process of building. In the event that they fail while attempting an
ambitious project. I always encourage them to take these types of failures as an opportunity to learn and to grow.
My ultimate goal is to help students discover through art a desire to create; and to discover the deep satisfaction
that can be achieved through this process. As an instructor I also strive to facilitate the development and
refinement of the students’ own artistic vocabulary while simultaneously sharpening their artistic interest and
intent. I hope to instill in my students the ability to be self-directed learners with the ability to adapt and
contribute to an ever changing world.