When I begin teaching at the start of the semester, I ask my students who among them aspire to be recognized as influential artists. Most raise their hands, while some of them do not. My purpose for asking this question on the first day is to discern how they see art and what role they envision themselves playing in it. It helps me get to know my students and start guiding them in understanding the importance of art and its impact on our complex world.
I consider diversity, equity, inclusion, and accessibility essential for the effectiveness of my teaching. Consequently, I enhance my course content with a wide range of materials, ensuring all students feel included regardless of their backgrounds. By fostering such an inclusive environment, I aim to create conditions where all learners can excel and prosper, regardless of their circumstances or physical challenges. Students who come to me with specific needs and documentation from accessibility services are fully supported. For instance, this could mean being flexible with assignment deadlines so every student can fully participate in learning.
In my instructional methodology, I combine lectures, hands-on demonstrations, multimedia presentations, academic discussions, and research-based studio projects to promote learning. For instance, in my Figure Drawing and Foundational Drawing course, I delve into intricate topics such as the nuances of hard and soft lighting through comprehensive lectures, subsequently reinforced by immersive practical demonstrations. Leveraging modern technology, like PowerPoint, students showcase their artistic creations and scholarly inquiries, improving their communication skills.
Throughout the semester, my studio sessions prioritize honing observational prowess, intertwining the principles of hand-eye coordination while encouraging students to engage in critical discourse and experimentation across a spectrum of artistic mediums, spanning from conventional to cutting-edge tools like the iPad. This exploration helps students find the best medium for their ambitious large-scale projects.
An ethos of embracing calculated risks and fostering community engagement lies at the heart of my teaching philosophy, aimed at nurturing artistic resonance that transcends the confines of the classroom. In the spirit of transparency and inspiration, I share insights from my creative journey with students by discussing my research trips to the streets of my hometown. During these trips, I engage with and interview street people, capturing their essence in photographs and commemorating them in my paintings and drawings. Additionally, I leverage my use of diverse dry and wet painting mediums, gold leaf, and the vibrant tapestry of Ankara fabric to teach students about material propositions, scholarly contexts, and informed discourses.
To develop a deep understanding of the evolving trends within the realm of art, I orchestrate enriching discussions that traverse historical and contemporary epochs. I facilitate this strategy by selecting readings from influential journals and insightful essays in exhibition catalogs.
By cultivating a healthy teacher-student relationship, I meticulously attend to the individual needs of each learner within my classroom. Following each class session, peer review is encouraged by facilitating a structured process for students to offer critical feedback on their peers' work and suggest areas for improvement. This act involves instructing students to place a sheet of paper next to their projects, allowing their peers to provide written feedback. In addition to these routine critique sessions, I organize dedicated class days focused solely on critiques. During these times, students engage in collaborative discussions, offering insights and recommendations on the works completed in previous classes. This intentional approach creates a framework where students actively contribute to the growth and development of each other, irrespective of their diverse backgrounds. After critiques, everyone shares insights on their work and performance through written reflections, enhancing their writing skills.
My evaluation process is continuous and spans from the inception to the conclusion of the academic term. I evaluate each student based on their initial performance and subsequent progress throughout the course. Utilizing direct indicators, I keenly observe students during presentations and discussions, gauging the development of their research skills over time. A pivotal criterion in my evaluation is the portfolio, which is very important. By reviewing the works students have created over time, I can assess the depth of their academic experience.
As a mentor and advisor, my distinctiveness as a person of color gives me a deeper understanding of diversity, equity, and inclusion, enabling me to connect more closely with my students' varied identities and cultures. Leveraging this awareness, I actively cultivate inclusive environments that facilitate collaboration. This process involves scheduling individual advising appointments with students to delve into discussions about their personal goals, offering guidance on navigating career paths, instilling confidence, and empowering them to realize their full potential.
I strive for a balanced teaching and mentorship approach that caters to the different needs of learners. I continuously seek self-improvement, aligning my instructional practices with contemporary methods in fine arts education. This commitment ensures that I stay informed and supportive, consistently offering valuable guidance to my students.
