After reflecting, reviewing, rediscovering, and reinventing my ideas, past experiences, and teaching moments, I have a better grasp of what I'd like to accomplish moving forward as an educator.
Compared to when I thought about these things at the beginning of the semester, my new ideals in my teaching philosophy have become more refined including aspects from the creative process in art to those I want my students to leave with. One such example is "Openness" compared to "Devil-May-Care". At first, I wanted students to think about keeping options open and accepting changes as they come, but now I see it as more of a "don't stress the little things" attitude where it looks at how things can never go the way we want exactly. Part of this is teaching them that while they should accept changes, they shouldn't stress about whether something is perfect or exactly like they imagined. Let things happen and don't put much thought into what they could have been. Another aspect is from "Make it Yours; Own it" to "Confidence". It isn't so much of own what you make but having confidence in your work even if some people say otherwise. The first one was looking at how they should make their art work their own, but the revision is looking at how they should take pride in all the work they do. While they will have certain pieces that look amazing and are well composed, there will be several instances of sketches, planning, and other things leading up to those that may have more depth than the final piece could ever show. After spending time in a kindergarten classroom, and thinking back to other instances of teaching, I realize just how important it is for students to know the importance art plays in their lives and that it's not just for a grade or an "easy 'A'". They should know that even if it doesn't look good that it is a reflection of their interests, ideas, and stories. Whether or not the work says that right away is not a focal point but it could be seen by others that look at their work. Even thinking back to the art classes I was in, growing up, the projects were always focused on completion rather than how you could make it yours. When projects all looked the same, it was hard to take confidence in what really didn't feel like something you made on your own. It wasn't until high school AP Studio Art that I found my art could take a personal relation. At that point, however, it had already suffered from needing to follow a regiment of what teachers expected everything to look like. It was because of those prior views that my creativity took a hit and barely advanced the way it should have. I thought college would allow for it to grow more, but it turned into more instances of "follow this and do it exactly as I show you" instead of using your own ideas. Now that I'm a senior, and I've made it this far) I finally feel like I'm able to create art that shows a personal touch instead of following a regiment of expectations. There are still expectations in content but not in how it should look--I am the designer and originator. While digital art is often overlooked or looked down upon because of its immediate relation to videogames, I see it as a venue that could encompass everything. Sure, nothing beats the way a pencil looks on paper but digital art and electronic art can emulate the look of pencil on paper; it can emulate oil paints, watercolor, pastels, rock, earth, and almost every material known. It is such a powerful tool with a difficult learning curve , which is why it gets a bad reputation. While I have spent several years, now, exploring materials through several studios, I find myself thinking about how I could combine those with my digital art. I want to give students the freedom to enjoy art while developing their skills and I believe that digital art can be used to show how multi-modal it can be as a resource. Whether it be through creating digital lines or emulating certain materials while using actual materials next to them is still to be determined. The important part will be how art carries over in being free and without a strict regiment. That is how my views have changed and revised. There were still be instances of change and development, but now they are even more solid than before.
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Joel SchreinerBorn on December 17th, 1996, Joel Schreiner entered the Electronic Art program at CSU right out of High School. From there he decided to set his eyes on becoming an educator alongside an illustrator and concept artist. Archives
December 2018
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