I approach teaching with reverence, enthusiasm and humility, allowing my experience, powers of observation and intuition to guide me in determining what each student needs to stimulate individual growth and understanding.  Sharing information that will inspire a wide range of intellects in a classroom situation becomes its own brand of performance art; the basic script is there but depending on the energy in the room, the results and direction may shift dramatically.  Flexibility and fluency with the subject matter are of paramount importance, as is never underestimating the aptitudes of those seeking my direction and support.

I find the most challenging part of teaching studio art is the risk of imposing too much information that could stifle creativity; on the one hand I am required to impart the formal tenets of visual language, but in truth a beginning student’s naïve, honest, untrained aesthetic is often so fresh and conceptually exciting that I dread its potential loss.   So the key is to expose the workings of the “box” of fundamentals in order to appreciate thinking outside of it—without losing the initial freedom of sincere direct expression. 

My method is to empower through experience and heightened awareness, a creative process focused on mastery of materials and ideas that unites the tactile and cerebral aspects of problem solving.  Along with achieving technical proficiency, I encourage perceptual, conceptual and imaginative strategies to manifest visual thinking.   I applaud diligence and care while embracing the necessary willingness to take risks and make mistakes.  I feel the ultimate reward is when I can convince students to get out of their comfort zones, experiment fearlessly with both physical and intangible media, and create results none of us anticipated.