Teaching Philosophy (abbreviated)Foremost in teaching, I believe in creating an atmosphere for learning – an atmosphere of diligent work, wild experimentation, and open discourse. I have found the most effective way to achieve this delicate balance is through guidance, the occasional reprimand and primarily through example. I give each student an equal amount of respect, focused thought, and attention. This manner of interacting is infectious and it becomes self-perpetuating as the course develops. I feel an obligation to teach these young artists how they should relate to their peers and discuss the work in a constructive and concise way. It is a valuable and difficult skill that must be developed over time. In coursework I push the students to make a tangible connection between studio work and the broader world. This connection comes through research and an exploration of local space and community. I try to integrate this approach to every class I teach, from sculpture to digital imaging, I push the students to work partially in public with relevant contemporary issues. I find that students working in public become quickly attuned to the actual power and value of art in society.I prefer to teach in a manner that allows fluidity between disciplines, while making sure the fundamentals of a classes’ focus are thoroughly covered. This method ensures that practical skills are taught (woodworking, welding, video production, etc) while giving the students the freedom to pull from other areas to make the most interesting work possible. I stress the importance of craft and concept.One of my strengths as a teacher is my ability to communicate clearly with a healthy reduction of ego. This helps me explain complex concepts and building techniques to students in clear and understandable ways. This is also one of the keys to effective collaboration. This skill allows me to work constructively with other faculty members for the good of the students and the department.