INSTRUCTION
TEACHING PHILOSOPHY
As an instructor in the visual arts, I believe my job is to help students expand and explore their own creative nature. I facilitate such an expansion not only by teaching specific techniques, but also by creating a stable and supportive classroom environment, and, especially, fostering discussions that foregrounds students’ assumptions about art. Such discussions, I find, are foundational to my students’ willingness to genuinely experiment with the techniques.
As a sculptor who works in a broad range of media, I feel that any inspiration, any idea, can be physically expressed – even in related, yet distinct, manifestations. Thus, the starting point of my instruction is to show and discuss with students the luxury of resources our postmodern society makes available. The internet alone provides an infinite supply of inspiring and challenging materials. From the object to film, to sound we are at a unique point in our evolution as a species, and I want my students to take advantage of that development.
The parallel to developing an appreciation of such resources is encouraging students to articulate their own aesthetic of line and space, of motion and sound. Thus, as they move through the rest of their schooling, they can continue to participate in the ever-shifting discussion about what is important and beautiful, and why. This development of critical thinking never stops being important, and it is useful to all my students, whether or not they are art majors.
In the classroom, I create an environment that allows the students to feel safe and comfortable in expressing themselves. I do this in two primary ways. First I establish parameters from the beginning and adhere to them. This allows students to plan their schedules and balance their workload which I expect. Undergraduates are often pulled in many directions, and this simple practice of laying out and sticking to a schedule and a rubric builds a fundamental kind of trust. Secondly, I teach in a way that makes me approachable. I infuse humor into the discussions; I encourage their questions; and I reassure them when they feel they have “failed.” It is my goal that all my students feel safe in bringing their concerns to me, whether artistic, emotional, or academic. I strive to be grounded, objective, and compassionate.
With that said, I also challenge my students. I do this particularly in their critique sessions where I push them to articulate not only their initial ideas and their process but also their aesthetic -even as it is developing. Pushing them this way fosters a deeper understanding of the ways in which their work is a manifestation of their aesthetic, and how their aesthetic is part of a larger conversation happening in the art world.
By the end of the semester, having established a safe container for this process of articulation, I will often adopt the persona of the critic, gallery owner, museum director, etc., and ask my students the difficult, point-blank questions that these people will present them: Why should we be looking at this? How is this different than what's already going on in your field? Where are you going from here?
Ultimately, I feel my job is to teach them a variety of techniques --both artistic and intellectual. Happily for me, in this continual exploration of both these facets of being an artist, I am constantly refreshed. Even the most basic awakenings that I see in my student fuels and inspires my own work. They say that to teach is to learn. I could not agree more, and I am grateful that I get to teach what I myself love to do.
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COURSES TAUGHT
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ART 101 – Ceramics
This studio-based course served as an introduction to ceramic art and processes. It highlighted historical and contemporary examples, aesthetics, and three-dimensional design principles through demonstrations, lectures, and tutorials. Students learned a variety of hand-forming processes, wheel throwing, glazing methods, and electric kiln firing. Class projects allowed students to practice techniques while developing a personal aesthetic within the realm of ceramics.
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ART 101 - Art Appreciation
This course examined important examples of visual art drawn from a wide variety of media and cultures. It focused on helping students understand and appreciate how works of visual art were made and how they functioned and communicated within their societal contexts. The course surveyed the fine and applied arts from both historical and contextual perspectives, addressing questions such as why people made art and what it meant. It approached the study of art as part of the humanities, aiming to foster an understanding and appreciation of our shared humanity, both individually and collectively.
ART 102 - Two-Dimensional Design
This course explored the fundamentals of formal systems and the basic elements of visual organization through two-dimensional design principles and theories using a variety of media. Students applied design skills both verbally and visually. The course consisted of fifteen projects introducing theories and applications of two-dimensional design, covering all aspects of composition—including shape, space, line, tone, balance, perspective, and color theory—as well as related art history and typography.
ART 106 - Graphic Design Fundamentals - Illustrator and Photoshop
This course introduced the use of hardware and software for production and design in the graphic arts. It covered graphical user interfaces, current industry application methods, and software basics. Students developed a functional understanding of Photoshop and Illustrator, utilizing the computer as a fundamental design and production tool.
ART 108 - Beginning Video and Sound
This course provided hands-on training in digital video and post-sound production from idea development to final delivery. Students learned the digital filmmaking workflow and the hardware and software tools necessary for project completion. Emphasis was placed on visual literacy and crafting quality work. Students expanded their DSLR camera skills to include video and worked with a traditional video camera such as the Panasonic D40. Editing was completed using Adobe Premiere Pro.
ART 110 - Professional Development
This course prepared art students for careers in the fine arts or as production artists. It covered résumé writing, portfolio management, higher education pathways, and career options. Through readings, discussions, written assignments, and exercises, students gained an understanding of what it meant to be a successful artist in society.
COMM 208 & ART 216 - Publication Layout and Design
This course introduced the hardware and software used in graphic arts production, with a concentration in publication design using Adobe InDesign. It covered graphical user interfaces, current industry application methods, and software basics. Students developed a functional understanding of InDesign and used the computer as a primary design and production tool.
ART 270 - Typography
This course introduced the history of the printed word, type development, anatomy, classification, usage, and legibility. It explored text hierarchies and type family characteristics, applying them to design projects. Coursework included using Illustrator for the first five weeks and InDesign for the final five weeks, producing print and web-based portfolio-quality pieces.
ART 312 - 2D Flash Animation
This course introduced the theory and principles of animation for the web, video, mobile devices, apps, games, and digital publications. Students learned to animate objects and images over time using frame-by-frame techniques, motion paths, presets, custom easing, and classic tweens. Coursework included bone-based inverse kinematics, 3D animation, and the creation of clean, scalable content optimized for fast download and smooth playback.
ART 338 - Capstone Video and Sound
This capstone course provided advanced training in digital video and sound production, focusing on creating video content for digital publications, the internet, and mobile platforms. Students refined skills in advanced lighting, sound, camera operations, and editing. The final project, a video journalism piece, was assessed using a standard rubric, with results informing ongoing curriculum development.
ART 411 - The Business of Art and Design
This course examined the administrative aspects of running an art or design business. Students explored business concepts, financial issues, marketing strategies, personnel management, and organizational structures, with an emphasis on their application to artistic services.
ART 438 - Interactive Digital Publication - Capstone
This capstone course for the BAS in Graphic Design guided students through the creation of an interactive digital publication for tablet devices. Students developed concepts, designed graphics and navigation, produced photographs and illustrations, created video content, and integrated interactivity using Adobe InDesign Digital Publishing Suite.
ART 440 - Professional Portfolio Development
This course taught methods for presenting print, web, and interactive design work to prospective employers. Students created multiple portfolio formats, including a website, PDF, and either an interactive digital publication, book design, or traditional portfolio. They also designed a personal branding package, including business cards, letterhead, envelope, résumé, and a leave-behind piece, culminating in a professional portfolio presentation.
COMM 208 & ART 216 - Publication Layout and Design
This course introduced the hardware and software used in graphic arts production, with a concentration in publication design utilizing Adobe InDesign. It covered graphical user interfaces, current industry application methods, and software basics. Upon completion, students understood the computer as a fundamental design and production tool and developed a functional understanding of InDesign.
COMM 263 – Writing Copy for Advertising and Media
This course covered the fundamentals of writing copy and designing advertising for print, radio, television, and online media. Students created print ads, broadcast spots, social media campaigns, and YouTube content, using Adobe InDesign, Illustrator, and Photoshop to produce portfolio-ready work.
AD 203 - Beginning Sculpture
This course introduced modern and traditional three-dimensional materials, processes, and concepts. Students explored basic sculpture techniques and the crafted object’s ability to convey meaning. Projects ranged from experimental forms challenging tradition to narrative works expressing personal experiences.
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GRA 167 – Design 1
This course introduced graphic design on the Macintosh platform, emphasizing creative software use to solve commercial and graphic design problems. Students also completed hands-on exercises to generate images and typography for various layouts and formats.
GRA 267 – Design 2
This course continued the principles and practices of Design 1, further developing aesthetic and technical skills. Strong emphasis was placed on creative computer-based solutions to commercial design problems. The course could be repeated for skill enhancement when program tools or versions changed.
GRA 168 – Computer Art
This course introduced the digital creation of artworks and images. Students captured images with scanners and other input devices, manipulated them digitally, and produced final prints using color laser and inkjet printers. Work was critiqued on technical, aesthetic, and conceptual merits.