AI Generated Teaching
Teaching Philosophy
I see myself as an educator who builds connections with students between art and life, traditional methods, and contemporary thinking. In my classroom, I try to be a mediator and facilitator. I probably stand in the middle, but I don’t act as the center. “Work slow” might be something I repeat the most in my class, as I try to create a relaxed and safe space for playing and sharing.
When teaching a non-major art course, I interact with students from diverse academic backgrounds, and that is why I encourage them to blend expertise and experience from their own fields of study into their works. The students are able to create vivid and honest works telling stories closest to their heart while learning from each other through a collision of seemingly unrelated perspectives.
Making “good-looking” artwork is never my course objective. I inspire students to use art as a language, a crude but powerful tool that helps them express themselves. The assignments I designed, often connected to my own art practice and ideas, are not restricted to a single medium or discipline, but rather encourage cross-disciplinary working and thinking. I give directives that are loose enough for students to develop personalized ideas, but still tight enough to ensure productivity.
Selected Student Works from ART30
Intro to Sculpture for Non-Art Major
