Teaching

Inevitably, whether they know it or not, all of the students that I teach are somewhat familiar with image making and viewing technology. It is my job as an image making professional and instructor to demystify the technology and imagery that students are already engaging with and to open up possibilities for new implementations of the image. My teaching approach emphasizes a high level of proficiency in many areas: technique, self-exploration, critical discussion, research and evaluation. I consider it my role to challenge college students to revel upon the increasing force behind the image that they consume and produce throughout the day. In order to create a classroom environment to address such concerns, I encourage the notions of discipline, community and individuality.

In the post-digital age, acquiring the techniques to communicate and identify one’s vision is essential. I constantly emphasize that learning to read, deconstruct and intelligently create images, is without question something every educated individual must do. As an artist and professor, I have dedicated myself to learning the practical and theoretical applications of traditional and digital photography to put myself in a position to engage in these dialogues and infuse my teaching with contemporary sophistication. In my mind, imbuing my students with discipline, means clearly demonstrating the techniques of the medium, showing a wide range of both historical and contemporary work, assigning projects designed to encourage creativity and technical understanding and fostering the development of a vocabulary to discuss what students create. Further, the value of devoting a great deal of time and effort to work and helping students to create a disciplined practice cannot be underrated.

I place a large emphasis on group critiques in all levels of photography and digital media classes. In critique, students learn a great deal from the feedback of their peers and from the necessity of presenting their work in front of others. A collection of diverse experiences and backgrounds makes for interesting ideas that many would not have previously considered individually. Community is something that I have always deemed a priority. This is true both inside the classroom and out in the world.

In the midst of the community, students in my class pursue individuality. I spend one-on-one time during class with students to determine their developmental needs and intellectual interests. I look to assist a student in finding her own picture making voice. Many times students draw critical connections between their artwork, their lives and their academic curriculum. My students constantly confront the challenges and triumphs of communication through image making.