Teaching Philosophy

BEVERLY BLEDSOE
TEACHING PHILOSOPHY

My teaching philosophy in the visual arts is to provide students with the most effective structured learning environment and to offer guidance in technical, conceptual and aesthetic development. I believe that every student begins a journey of investigation and aesthetic development which has the potential to create interest and sustain a lifetime of inspiration and passion for the arts. As the student trusts the instructor to share knowledge and guide them through the class goals and objectives, I honor that trust by giving them the most comprehensive, technically challenging, and stimulating learning forum for the goals and objectives of that course. My goal is to integrate traditional art making processes and techniques with art history and contemporary theory in order to promote a synthesis of both form and content.

I have primarily taught the disciplines of Life Drawing, Drawing, Painting and Printmaking. I strongly promote the validity of perceptual training in the fine arts as a necessity in the pursuance of contemporary art concerns and development. The student becomes most effective in pursuing their goal if they have first hand knowledge of drawing, painting, and sculpture , which helps the student to effectively conceptualize ideas and develop resolution in other non-traditional or applied art mediums. In schools where traditional drawing and painting classes are promoted, the initial approach to these classes should be formal and clear in order to train the student in the necessary techniques that will give them control with image development. Since “knowledge is power”, I try to give the student as much viable and useful information about each medium.

One of the most important concerns in my class is the learning outcomes of each student. The best way to insure that these outcomes are strong is to give specific demonstrations, assignments and historical relevance to the subject. With classroom instruction, demonstrations and a concern for developmental process, students learn how to develop a critical refined artistic eye while creating the work they envision. I encourage students to become engaged in the language and meaning of art through class critiques and theoretical discussions which help to build a formal art vocabulary. Since art making is a continual process and development of expression, I feel that it is important for students find their own voice, opinion, vision and begin formulating ideas about meaning in their work. I initially challenge and motivate the student by asking them to consider and express what excites and inspires them about art. This will draw them in and captures their imagination. I strongly encourage the use of sketchbooks in order for the student to record ideas, take visual notes from lectures and develop a sustainable and healthy art habit.

Many students enter a beginning drawing class with very few formal art fundamental skills. I strive to create a balance between creative aesthetic development and formal technical training. My beginning drawing and life drawing classes are centered around a sequential delivery of core information on structure, composition, gesture, line quality, volume development, and analysis of form which are the basics for the development of perceptive and conceptual skills. The conventional pedagogy of art instruction is a sequential process of methodology which first introduces the student to basic concepts and techniques in the classroom or studio. This type of instruction usually works well in a beginning art class where technical concerns are a priority. Although the spirit of investigation and problem solving issues are important in the art education process, teaching students how to “see” the subject is probably the most important tool in their formal development. I direct the development of representational images through techniques such as gesture, form construction, perspective, sighting, measuring and relative placement provides a strong, clear, and formal approach to help students to achieve their goals and objectives in the classroom. The ability for a beginning art student to “draw what they see” often empowers and supports their artistic commitment level. Providing important basic information through demonstrations, projects, assignments and critiques, the student gains a working knowledge of the "how to" in making art and allows them the versatility to become involved in more creative aspects of art. The student is requested to then think about the concepts and objectives in an aesthetic context of art making. They can begin to investigate imagery and ideas that involve abstraction or concepts. This process, in which the final visual statement is reinforced by the perceptual elements, has now been left open to interpretation, abstraction, and the perpetuation of ideas. The ability to deconstruct and rebuild the subject, allows the student to understand the difference between concept and perception of the object or figure.

Students will develop a stronger understanding and interest in the subject matter if it is presented in a context that relates to their own experience or cultural concerns. Students begin to understand that a drawing class intended to give them a basic appreciation of technique and visual aesthetics, will also give them a broader understanding and context with which to nurture an interest in all other art forms. Studio art classes connect the student to the art world by opening up a dialog for broad art historical awareness, current and local contemporary artist’s issues, and field trips to local museums and galleries. This spectrum of art events in conjunction with class curriculum has the ability to transform an ordinary classroom into an arena for creativity, encouragement, exploration, becoming a perceptual link to the world; real, imagined or poetic.

An inspired learning environment nurtures the merge of technical information with personal aesthetics and endeavors of artistic exploration. I try to establish the artistic direction that excites the student with aesthetic concerns and motivates them to produce work with intentional delivery and social responsibility. A student’s aesthetic development matures through their “hands-on” art making efforts combined with the study of art, including access to museums, galleries, art studios as well as the constructive criticism of their instructors and peers. The student is better able to define the perimeters of ideas and expand on the possibilities within new disciplines which prepare them to sustain and discover their artistic voice. Exposure to a wide range of concepts and mediums, offers the student an opportunity to acquire an appreciation and sensitivity to the concerns of many artistic endeavors as part of the learning experience. To continue in the noble and honorable tradition of teaching art, I am focused on promoting the highest standards of art education with idea exploration, idea investigation, development of technical skills, and synthesis of ideas through personal expression, skill assessment articulation and reflection.