My teaching philosophy emphasizes facilitating a relationship between contextual research and personal values/vison. As such, I structure my courses so that students can confidently express knowledge, experience and questions. This philosophy can be expressed through four approaches:
Cumulative: I endeavor to encourage my students to be curious and knowledgeable of how humanity has viewed issues over time, culture and class. Many of my students express an anxiety that deep investigation into a subject will adversely affect their intuitive art making process. Over time, they recognize that by becoming experts of their theme, medium and informed about the contemporary conversation artists are having, they have a richer relationship and comfort with their subject.
Applied: I am an advocate for integrated learning experiences, cross-disciplinary collaborations, in-field research, writing assignments and professional presentation experiences. I believe that contemporary art programs must include exercises in public engagement, exhibition and even funding. My students are responsible to attend regional exhibitions, apply to juried shows, promote work on social media platforms and interview artists in their field.
Critique: I ask students to identify their communicative intents and how their images/concepts work to convey these sentiments. I design critiques to address professional practice and personal development. Student artists prepare titles, short speeches and consideration of how a viewer is experiencing their art. Student artist are expected to be reflective and good stewards of their vision. My
students display one finished work and one in progress piece during critiques so that our conversations are contextualized in a framework of continuity and development.
Entrepreneurial: I understand that not all of my students will pursue careers in the visual arts but I feel that they can benefit from cultivating entrepreneurial habits of mind. In my courses, we talk about money, values, career goals and embracing risk. These conversations are helpful in supporting a student’s individual goals and fostering a sense of individual responsibility. These activities support skills of the artist as innovator, risk taker, visionary, creative problem solver and engaged learner.
ANTHONY FARIS 