“Imagination will often carry us to worlds that never were. But without it, we go nowhere”. Well said by the famous scientist, Carl Sagan. Growing up as a child I had a dream to become the first women astronaut on the moon. My imagination told me it was possible. It is my willingness to embrace the use of my imagination in creating and discussing art, which brought me to the teaching field. When I teach, I do not wish students to think like me but to embrace their own ideas from within their own imaginations. I want to create an environment where abstract thinking occurs. Art needs to be accessible and understandable and by including tactile experiences through creation, the discovery processes can begin.
My classroom environment is relaxed but professional. I want to reach the students from where they are. I have found that a student is more open to learning in this environment because they are more apt to become involved in the process and discussions. Because there is a professional level to my teaching, it helps the students become responsible for their involvement in the classroom atmosphere. When a student walks into my classroom they become an artist with no self-defeatist talk. I believe this is very important in empowering the student to create without perceived expectations. I create a safe environment for students to explore whom they are and what they want to achieve.
My courses focus on the understanding of the elements and principles of design through the creation of various projects such as a wire sculpture project. This project is challenging because they cannot use glue, tape and soldier or weld to create it. It creates an environment of problem solving and a pride in sharing their final project. I intentionally have this project as a part of my curriculum because it shows the foundation for an armature that so many sculptures require for that autonomous piece.
My classroom is structured so that students have a variety of ways to achieve good grades. Quizzes, exercises, papers, presentation & critiques, and classroom participation are included. Game show type quizzes are also a source of friendly competition among peers. When I began teaching while in Grad School at California State University, Northridge, I found I had a passion to not only create art but loved sharing and discussing what the world looked like from a creative perspective. Mentors like from both my undergrad and graduate level classes helped fuel my ability as both an artist and teacher.
The many examples I have provided within this statement are proof of the ways I continually achieve empowering the imagination in students. I believe that creativity lives within each one of us in some way. Some students need a little guidance in that area and it is my hopes that I make an impact both in and out of the classroom by that empowerment of self.
Debra Smith, 2011