Education

Teaching Resume (PDF)

Examples of Student Improvements

This was a high school student's progress over 5 weeks meeting once a week for roughly 3hours each. We used a variation of the method in Betty Edwards: Drawing on the Right Side of the Brain.
 

These are examples of figure drawing from a college level (post- secondary) art class. Here we used a method similar to Kimon Nicolaides: The Natural Way to Draw. This is the progression of a weaker student over 10 weeks.

 

This is the work of the average to better students:

This is also college level students, this time using Macromedia Freehand to create vector art.

 

 

Teaching Philosophy

My personal teaching philosophy for fine, graphic, and computer art is based on Bruce Lee's philosophy for teaching martial art. Among other things, Bruce was a brilliant teacher.

First of all, help the student see what he or she is trying to achieve; encourage them to see experienced practitioners at work.

The Instructor

~The most essential quality of an instructor is the possession of abounding energy and enthusiasm. Training activities, if they are to be successful, must be carried on in a snappy, vigorous manner. Students invariable reflect the instructor's attitude, whether it is enthusiastic or apathetic. As an instructor, you must have complete mastery of each lesson and subject. Not only must you be able to explain and demonstrate the techniques but also you must know the best methods of presenting and conducting them. Mastery of the subject matter is the first step in developing confidence, assurance and poise. As a well-prepared, confident instructor, you will gain respect and cooperation from your students.

~To be a successful leader you, as an instructor, must understand human nature. You must appreciate each student's physical and mental difference and accept it for what it is. The better you understand the students the more successful your instruction will be.

~ A successful instructor gains the confidence of his students. The method of gaining their confidence is by commanding their respect. You will win your students respect by your sincerity, integrity, determination, sense of justice, energy, self-confidence, and force of character.

~An instructor should exemplify the things he seeks to teach. It will be of great advantage if you yourself can do all you ask of your students and more.

Don't Let Them Be Sponges

~Give rest periods, but during these short breaks (they are necessary), try to talk and/ or demonstrate, but better yet, ask questions. The students will then think for themselves and solve their own problems. They will be involved in the technique rather than merely repeating it, without thought or purpose. They have to be involved.

~Give recognition where it is due. Compliments definitely stimulate more effort and desire to improve. Recognize and compliment each student accordingly to stimulate his desire to improve. Be generous with honest praising.

~True we are holding the standards of [art] high- but definitely not out of reach. As each new skill is perfected, raise the goal.

~The success or failure of the training program depends on the quality of its instructors. The best results in any art-training program can be obtained only if the students are motivated to extend themselves completely in strenuous activities and to make every effort to perform all exercises, techniques and form in the prescribed manner. Only the best leadership can inspire the students to cooperate to this extent.

Motivation

~A successful training program requires the full cooperation of all the students. Art training must be doe accurately and intensively if it is to be of value to the students. One of the best incentives to encourage greater effort on the part of the students is participation by the instructor himself. Whenever a student performs with exceptionally good form, or results, commend him for his good performance as quickly as you would censor his bad. It is equally important that you praise the less- skillful performers when the occasion merits. As an instructor, you must be able to distinguish between poor performance caused by lack of ability or aptitude on the part of the student and poor performance caused by indifference or lack of effort. You should treat the first with patience and the latter with firmness. You must never apply sarcasm.

~Formality versus informality Formality should be stresses but not to extremes. When extreme formalism is insisted upon in art training, the chief objective becomes discipline rather than skill and knowledge. The best results are obtained in training when the students participate in the activities with vigor, enthusiasm, and satisfaction. When a class period is conducted in a rigidly formal manner, the spirit and enthusiasm of the students is suppressed.

~Accuracy and precision of performance should be required unconditionally whenever their attainment is possible. But his insistence upon accuracy and precision of performance should be aimed at giving the students maximum skill benefit. Knowledge from the exercise should not be employed for purely disciplinary purposes. Some degree of discipline must be observed, however, if the instructor is to maintain precision and control.

Training Commands

~The importance of proper directions in conduction the training cannot be overestimated. Invariably, the performance directly reflects the directions. When the command is given distinctly, concisely, with energy and snap, and with proper regard to [timing], the performance will reflect the directions. A lifeless, slovenly, and disorganized performance results from careless and indifferent command.

~A teacher, a really good teacher, functions as a pointer of truth, but not a giver of truth. He studies each individual student and awakens him to explore himself. Such teaching requires a sensitive mind with great flexibility and adaptability, and is difficult to come by. Sincere and serious learners are equally difficult to come by.

More Student work: