My approach to teaching in the visual arts, regardless of the specific discipline, is to encourage investigation and appeal to each student’s potential for success through the creative process. Self-actualization, along with artistic and academic development, are revealed through hands-on experience in the studio classroom. Students are prompted to acquire a working intellectual and aesthetic knowledge of the visual arts in addition to gaining fundamental technical skills necessary for artistic production. The classroom studio emphasis revolves around exploring traditional media and techniques along with those that are more experimental. Art-making is thus addressed in both historical and contemporary contexts. As the instructor, I make a practice of referencing historical themes, contemporary theories and specific artists’ work in an effort to expand the student’s vocabulary and knowledge base. The philosophy behind my teaching is that a student’s comprehension of the past and awareness of the present is vital to his or her achieving success in the future. And I make a point of questioning what they think they already know.

 "In places like universities, where everyone talks too rationally, it is necessary for a kind of enchanter to appear." (Joseph Beuys on education)

I consider myself to be a facilitator, encouraging the student to be somewhat responsible for his or her own intellectual and personal growth. I urge students to consider themselves to be creative beings, furthering their own conceptual and technical adeptness by making art. Individual potential is not only explored, but challenged. Students are enabled to pursue works that suit their particular interests and needs under prerequisites of specific assignments. I recognize that each student’s manner of working, approach to self-expression, mechanical capabilities and personal ideologies are distinct and am considerate of their needs as they pertain to the conditions of each project.

Whether at a liberal arts college or in a university setting, I employ a teaching approach that is cross-disciplinary. The verbalization of thoughts, the development of critical thinking skills, the ability to respond to outside stimuli and writing proficiency are all, in my opinion, part of the creative process. For me, teaching the student in any visual arts studio program merely begins with the student creating a sculpture, painting or drawing. An effort is made to expand the student’s vision well beyond the final product. Students are encouraged to present their ideas and methods both visually as well as verbally and in a context that incorporates aspects outside of the classroom and collegiate environment. Through the critique process, each student is expected to communicate the physical and philosophical steps taken in the making of the work, including any societal, cultural and historical relevancy. Interaction and further discussion from classmates is fundamental to the process and is expected. Learning is, therefore, not solely based on instructor-to-student interaction but through the constructive criticism of peers.

Ultimately, my aim as a professor in the visual arts is to promote in students creative potential, the development of conceptual and aesthetic ideologies, technical adeptness and responsibility and an overall resourcefulness that is exemplary and that extends well beyond the classroom. I feel my successes as an instructor (and an artist) thus far, and my specific approach to teaching, is well-suited for academia. My interest in fostering academic excellence and artistic maturity in the students I teach is complementary to higher education and to the field of visual arts itself. I am proud to play a part for the betterment of both. 

Stacey R. Chinn, 2003