My teaching philosophy reflects my interests in collaborative authorship among my students and myself. I prefer student-centered teaching that encourages learning by both students and teacher, instead of the "full frontal teaching" method of large lectures. I inspire and encourage my students to choose a meaningful research topic for their individual projects within the curricula criteria and facilitate their learning by providing supports in their areas of interest.
I favor classroom dynamics that permit dialogues and foster a degree of student input. I like students to think about the class as a community in which they can share ideas freely, receive and offer support to the members of this community and feel that they belong to this community. This means that in both design theory classes and hands on design studio classes, I have students spend a fair amount of time in smaller groups in which they talk and think together and practice working in a collaborative environment. In keeping with this emphasis on process, I have used the portfolio grading method in my creative and technical studies courses, and have been pleased by enthusiastic student reactions.
On the other hand, as an artist my objective is to facilitate the students’ growth as an artist by creating an environment that both is stimulating and challenging enough to tackle the student with new possibilities, as well as provides a secure enough place for the student to express their ideas in their creation freely. I intend to form a venue that is both collaborative and instructional. This encourages the student to know their value as a person and as an artist in a way that raise their spirits to push themselves to new levels of excellence.
As an artist and as a teacher of creative and technical design studies, I want students to both be able to work in a competitive illustration and design environment by mastering their techniques as well as being able to offer strong research capabilities and taking leadership roles in academia. While it is absolutely essential for the teacher to provide in-depth instruction in techniques in order for the students to produce quality art and design work, having a considerable basis in critical thinking, verbal and written skills along with history will support the student’s sense of professionalism. From experience, I have seen that students, who are able to talk about their work, and express their process as an artist, have excelled in their artistic production and capacity to position themselves in the art world.