Philosophy of Teaching
As an artist and teacher my philosophy intertwines with the way I work in the studio and in the classroom. The core of my abilities as an art instructor is to be a motivated leader, self reliant, and patient. I have found that motivation and the ability to motivate others is key in developing success in a classroom. I feel there are similarities between a salesman and a teacher: you have a product, buyer, and the pitch. Getting students to buy into your pitch is one of the hardest things to accomplish as a leader in the classroom studio. Although, getting students to become volunteers advocating for their own success is one of the most rewarding accomplishments you can experience.
I teach by example using these qualities. My leadership role as a visual arts instructor is to guide students to understand concepts of designing, creating, analyzing and evaluating their work. Through preliminary assessment I find the starting point for the direction of the class. Assignments are designed where students build from existing knowledge enhancing a further understanding of techniques and conceptual ideas.
There has to be trust and harmony between the teacher and student. If the student does not know the rules to the game, how can they be expecting to play? I clearly present topics using a variety of teaching and assessment methods. Students understand requirements along with expectations for learning to take place. Learning the tools, materials, and the tasks combined to foster self-reliance. By experiencing self-reliance students learn responsibility and ownership; empowering themselves to think creatively in and out of the studio.
There has always been a certain amount of ambiguity involved with art. Hidden in the development of art making is patience. But how do you teach patience when it is intangible. It’s just understood. Trying to slow students down and realize that making art is not a race but a journey. Teaching students not to settle and design again and again before creating. Visualizing that growth can happen with failure which can turn into success. Patience emerges as it becomes clear to the student that it is an integral to process. By reflecting on the art making process, students will develop a level of confidence that will allow them to explore and find solutions naturally.
Bruce Lee, a mixed martial arts master took his art to a level where he could act and re-act without hesitation. Formulating his skills from a variety of disciplines and creating his own. This achievement is the same type of practice and dedication art students need to discover. The goal for an art student is to get to a level where they can plan, decide, execute, and explain their art making process.
This mixture of teaching practices and ideals are the fabric of my philosophy. In the end the students need to be able to make meaningful artistic decisions for the 21st century. My goal is to get them there by using my experience with teaching and as a working artist.
Matt Gibson
As an artist and teacher my philosophy intertwines with the way I work in the studio and in the classroom. The core of my abilities as an art instructor is to be a motivated leader, self reliant, and patient. I have found that motivation and the ability to motivate others is key in developing success in a classroom. I feel there are similarities between a salesman and a teacher: you have a product, buyer, and the pitch. Getting students to buy into your pitch is one of the hardest things to accomplish as a leader in the classroom studio. Although, getting students to become volunteers advocating for their own success is one of the most rewarding accomplishments you can experience.
I teach by example using these qualities. My leadership role as a visual arts instructor is to guide students to understand concepts of designing, creating, analyzing and evaluating their work. Through preliminary assessment I find the starting point for the direction of the class. Assignments are designed where students build from existing knowledge enhancing a further understanding of techniques and conceptual ideas.
There has to be trust and harmony between the teacher and student. If the student does not know the rules to the game, how can they be expecting to play? I clearly present topics using a variety of teaching and assessment methods. Students understand requirements along with expectations for learning to take place. Learning the tools, materials, and the tasks combined to foster self-reliance. By experiencing self-reliance students learn responsibility and ownership; empowering themselves to think creatively in and out of the studio.
There has always been a certain amount of ambiguity involved with art. Hidden in the development of art making is patience. But how do you teach patience when it is intangible. It’s just understood. Trying to slow students down and realize that making art is not a race but a journey. Teaching students not to settle and design again and again before creating. Visualizing that growth can happen with failure which can turn into success. Patience emerges as it becomes clear to the student that it is an integral to process. By reflecting on the art making process, students will develop a level of confidence that will allow them to explore and find solutions naturally.
Bruce Lee, a mixed martial arts master took his art to a level where he could act and re-act without hesitation. Formulating his skills from a variety of disciplines and creating his own. This achievement is the same type of practice and dedication art students need to discover. The goal for an art student is to get to a level where they can plan, decide, execute, and explain their art making process.
This mixture of teaching practices and ideals are the fabric of my philosophy. In the end the students need to be able to make meaningful artistic decisions for the 21st century. My goal is to get them there by using my experience with teaching and as a working artist.
Matt Gibson