Practice clarity

Before you can teach something, you have to have a clear understanding for yourself.

HOLY COW. You would think this would be obvious, but sometimes it just is not the case in a classroom. Everyone has experienced a particular lecture, where the instructor just did not really have things completely put together. Hopefully, the teacher just woke up on the wrong side of the bed, or maybe just stayed out too late with "colleagues" the night before. If one lesson, once in a while, gets a little screwy there won't be very many consequences for instructor or the students.

The real problems arise when a lack of clear instruction is a consistent factor in a teacher's performance. Students become confused, impatient, and incredibly frustrated. Interest in the assignment plummets, and students give up on whatever objectives they are supposed to be learning.

As an instructor is is imperative that you are able to work through new technologies and concepts in a logical, step-by-step method. You must be able to answer questions in a clear, concise way without repeating yourself one hundred times. Do not over-complicate things. Keep a new process as simple as possible, only introducing more complexity or separate options after students demonstrate an understanding of the basic principles.


All in all, a teacher should practice explaining. Write out the steps in the order you plan to address them. Maybe even practice your method on a friend or family member to see if your steps are actually as clearly laid out as you think they are. This preparation will make your classroom flow infinitely more smoothly, and students will feel like they have accomplished something new once you have finished.

Finding Space

GVSU Sculpture Space

As an art student, one of the greatest priveldges I have is access to an infinite amount of space and material. I have any tool I could ever need, for any project, at my immediate disposal. I am restricted in my art-practice in absolutely no way be materials and resources. I never have to compromise good ideas simply because I have no way to manipulate the material in the way I need to. I can cut, sand, bend, melt, harden, attach, strengthen, cover, clean any material I need to in order to fit my conceptual idea.

GVSU Woodshop Space

The whole point of being a student, of  course, is to be able to learn as many new technologies and techniques as possible. A lack of materials or tools would be a great hinderance on the learning process, and quite frankly, not very much good work would result. The only problem with being provided with all the tools, all the time, is that once graduation day hits those tools are gone. Students are left with an abundance of knowledge, but they must start from scratch with regards to actually applying their skills.

Dinderbeck Studio in Grand Rapids, MI

This point becomes very important not only for tools and materials, but for space to work and for peers to work with. If possible, I think that students should reach out while they are still in school in an effort to direct themselves after they graduate. I have recently begun this process myself by joining a studio group in Grand Rapids. By joining a group of artists who all work in a shared space, with shared tools, I have solved the main problem of graduation - how to make use of the skills you have just worked so hard for.

Fieldtrips

Everyone knows that Artprize is happening in Grand Rapids right now. People are traveling far distances to come and participate in the voting, and to do their part in clogging up the sidewalks. This event is enjoyable for all ages, young and old, every type of person, and even families. However, it is something that is generally experienced in ones own free time, on a nice weekend off work perhaps.

Recently, I visited Artprize under different circumstances. My sculpture class went downtown and looked at the art together as a group, students and professor. This type of classroom trip is a really great way to get students involved in any lesson, and it promotes deeper thinking about topics, and fuller investment and interest.

As an art instructor I plan on taking my students to as many events and out-of-classroom trips as possible. Even if I merely take my class outside to interact with objects on school grounds, I feel that this is a powerful way to get students excited. For example, taking kids outside to collect branches, leaves, or other natural elements for them to create their own still life is much more exciting than handing out images.

Ideally, it would be wonderful to take students to art museums, exhibits and shows. If the funding were available to go on a field trip every week I would do it! The interaction with art in students' community allows them to make connections that they might not have been able to in the classroom. It broadens their understanding of how art can be used and applied in society, and gets them excited about how they can become involved.