STATEMENT OF TEACHING PHILOSOPHY
Background
Growing up in an educational environment in which stereotypes against art exist, I wasn’t exposed to art until later on in my education. I then felt extremely privileged to be able to study art, discover many diverse forms of media and techniques, and even just to be aware of and be surrounded by art. Later on, I began to realize art is my own field of deep passion. Just as many faithful, passionate faculty members encouraged and groomed me as a student in the university setting, I desire to be a part of the learning and developing process for art students also. I am convinced that I am called to be an artist who works among artists; I have both the passion and the desire to inspire, encourage, and work alongside upcoming young artists as they grow in and explore the art field.
View on Students
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I am fully committed to support and to guide my students in their process and progress of learning within or even partially outside the classroom setting. The communication and the relationship building between the students and the teacher are valuable to me. Through the relationship building, I can learn to understand each student’s artistic passion, and what artistic direction I could best guide a specific student towards. Knowing I am not perfectly qualified as a “know it all” teacher, I enjoy learning and growing with my students. Just as students are asked to be committed in their studies in art, making connection with the practical fields, I hold myself to set an example for students in commitment and integrity as an artist. I believe a teacher plays the role as a guide and a supporter in students’ learning progress. A true teacher’s desire is not on solving students’ problems but to train students in identifying problems and discovering