TEACHING PHILOSPOHY
I model a passion for ceramics by sharing my own successes and challenges while helping students connect with the craft on a personal level. Through demonstrations, lectures, and one on one interactions, I guide students to find their own unique path with clay. My classrooms are supportive spaces where ample time for research, experimentation, and artistic growth is prioritized.
I expose students to a variety of ceramic techniques, including wheel throwing, coil and slab construction, and surface design methods such as image transfer, slip, wax resist, inlay, and sgraffito. This diverse approach allows students to discover which techniques resonate with them while developing a versatile skill set. In addition to technical skill development, I introduce students to the rich history of ceramics and contemporary practices, encouraging them to understand the craft within a broader cultural and artistic context.
I believe that the most important technical aspect of ceramics is understanding how water leaves the clay body throughout the drying process. I emphasize this to cultivate attention and care in the students and to help them understand the science and the magic behind the medium. I encourage students to focus deeply on process, and the importance of engaging with the clay and observing its responsiveness. I help them stay motivated and present, while fostering a mindset that integrates inspiration from other artists, personal ideas and experiences from other media into their ceramics work.
To facilitate a constructive, supportive environment, I incorporate in-process group critiques to ease students into using art vocabulary, and to gain peer and instructor feedback. I provide clear rubrics and varied critique strategies, offering honest, kind feedback that nurtures technical skills and conceptual development. By maintaining ongoing, individualized conversations, I support students in articulating their ideas clearly and confidently. My approach is centered on fairness, respect, and an understanding of the unique needs of each student.