Academic - Student Work

Selected student works are separated into three slideshows. The first showcasing introductory photography work, the second samples of advanced photography classes, and the third includes works from introductory drawing. Images are organized in reverse chronological order.

Intro Photography

Advanced Photography

Teaching Philosophy
I have always placed a strong importance on education and take the role of an instructor seriously. Much of this comes from my own experience as a student and the inspirational knowledge that I gained through my professors over the years. I have come to realize that the most influential instructors were those that showed a sense of respect towards their students and encouraged self-motivation through challenging, nevertheless achievable, goals. This is a difficult task, especially in a studio arts setting where you must balance criticism with confidence. Too much of one or the other often leads to disaster. Walking the fine line between them is where I strive to be in my pedagogical endeavors.

As an educator, it is my duty to teach by example while continuing my personal artistic accomplishments by ways of research, exhibitions, lecturing, workshops and publications. Staying active in the contemporary art scene allows me to bring genuine experiences of the contemporary art world to the classroom in hopes of preparing my students for a possible future in the visual arts. In return, my students become a source of inspiration for me through their fresh minds and diverse interpretations of the fundamental basics of art.

One of the great advantages of teaching studio courses is the student to faculty ratio. It typically rests around 20:1, allowing me to get to know each student on an individual basis and form a better understanding about his or her personal interests, needs, and goals. With this in mind, I can better assess their work and give critical feedback in a manner that will benefit and motivate them to push themselves towards a more successful finalized piece or series. In the classroom and studio, assigned projects aid in forming the fundamental skills needed to become a successful artist through lecture, demos, active guidance, critiques, and discussion. While introducing projects, I show an array of artwork that relates to the topic at hand. This familiarizes students with a history that is associated with the theme being covered as well as allowing them to make connections and distinctions between past and present views on one issue. When introducing technical skills or modes of viewing, I find it best to put this new knowledge to action through in-class worksheet assignments before sending students off in pairs to explore the topic. This is a way for me to assess if my lecture was successful and if my students absorbed and understood the information given. It also allows for one-on-one time to answer any individual detailed questions. To be aware of individual student’s development, I schedule in-progress critiques at midway points before projects are due. This helps me understand their intent and what they are trying to convey through their work. At this time, I suggest artists or readings as research materials to students individually that hopefully will fuel inspiration, visually and/or conceptually.

Along with honing technical skills and refining conceptual ideas, I strongly encourage my students to experiment and push the boundaries of individual media. When a concept is formed, being restricted by materials, especially in a fundamental course, can be frustrating. This is why I encourage students to think of the materials they are required to use in different ways. For example, “can you present the photograph as an object rather than a 2-Dimesional image to better express your idea?” Or “can you combine different drawing materials to convey your thoughts more successfully?” Asking questions like this helps to spark thoughts that normally might be shunned in a fundamental course, but this mode of working is used on a regular basis in the contemporary art world. The future of art lies in an artist’s ability to adapt and push materials beyond their limit. Mixed media and interdisciplinary works are growing and I think students will benefit if they are aware of this change. 

My ideal teaching environment is a classroom community where creativity and experimentation are welcomed, while maintaining an awareness of the importance in high-level craft and successful execution of refined concepts. Through analytical conversation and theoretical discussions, I hope to instill in my students the knowledge and vocabulary to successfully present their work as well as question other’s.
Sample Teaching Documents

Problems in Photography (Independent Study) Syllabus
Select Problems in Photography (Independent Study) Assignments and Handouts

Beginning Photography Syllabus
Select Intro to Photo Assignments and Handouts
Select Intro to Photo Project Handouts

Drawing I Syllabus
Select Drawing I Project Handouts
Select Drawing I Handouts