Teaching Philosophy
2009

My goals as an educator are to raise standards of criticism, visual literacy, perception and communication, and to provide the practical tools of application. I ask students to develop new methodologies and structures, with an emphasis on innovation and conceptual embodiment. Art historical models are introduced, as well as speculative concepts, as a way to promote forward thinking that is historically rooted.

I try to create an environment conducive to free experimentation and the testing of personal theories and impulses as a means for understanding fundamentals of art making, critical thinking and social engagement. The class provides a framework within which students practice technical and conceptual problem solving, and self and group critique. I ask students to bring their own experiences, insights and skills to the group dialogue, creating an opportunity for learning and teaching to occur for everyone. I hope for projects to function as catalysts for sustained consideration by sparking interests that can resonate through time.

The relationship between teaching and my own art production is twofold. On one hand, my aesthetic and conceptual interests naturally affect my curriculum, providing themes and directions for projects and discussions. On the other hand, teaching challenges me to stay current and varied, with a continuous need to reach in new directions in order to offer the most complete curriculum possible.


Links
Department of Visual Arts | University of Chicago
University of Chicago | Visiting Lecturers: Scott Wolniak