I have always had an affinity towards basic questions and childlike observations, which is part of what I feel makes a successful artist. It is this line of questioning that I feel I successfully impressed upon my occasionally-cynical Art Appreciation classes, though where I see it manifest most notably is in Photo I. My favorite part of this course has always been the moment students watch their first print go into the developer and an image appears. In the moment of silence when this print “magically” appears in front of them, they re-experience the simple curiosity they felt about Art as a child. For many of my students, I’ve seen the wonder re-emerge. Fostering that feeling is a very important responsibility in any introductory Art course: invoking the questions about the world they had when they were young and helping them realize that its pursuit is, in fact, a worthwhile cause to devote a life and career to as an adult artist.

While my personality in the classroom is easy-going and open to the big questions created by such moments, I am notably strict when it comes to the technical aspects of all respective mediums. So although I like to begin a course by igniting abstract questions about Art, I do go on to set a lot of rules about what I expect. Photo students are expected to adhere to certain standards of print quality as it relates to contrast control. Two-dimensional design students start out with very rigid assignments that emphasize their craft. Some students appreciate the specificity, while others may feel restrained at this time; however I am a firm believer in learning and appreciating the rules before breaking them. I have found that far too many introductory students have a perception of Art as a “fluff” class, and many are enlightened to find through this trial that there are a great many of variables in art-making that actually make the subject difficult. Usually the last assignment of the semester will involve a project with a conceptual element to it, to give students a brief taste of seeking a message in their work.

Advanced students keep journals and write proposals for their own projects. They check in with me on a weekly basis to share new work, in addition to critiquing with the class. Input from students and faculty working in other media is very valuable, and if this is not incorporated into the curriculum, I try to set up these interactions outside of the classroom. Stressing their own personal vision should be the most important goal, and exposing themselves to contemporary artists through magazines, websites and books in order to perfect this is key. Craft is not left by the wayside, yet the expectations may vary in light of the student’s concepts, and a discussion of whether the rules are being effectively broken is crucial.

As an art student, I recall the sentiment of having to climb that nebulous, one big ladder out there in order to find “success” as an artist. At the time for me, that ladder hovered somewhere over New York City. Nowadays, I try to dispel the notion of there being “one correct path” we must take as artists, and discuss the concept of finding your audience, by emphasizing the importance of critique. Getting over the notion of pleasing your teacher because they hold the grade book is difficult, but I encourage students to attempt to transcend this fear and value the input of their peers and their own artistic growth. Hearing a variety of opinions helps better teach crucial lessons on the subjectivity of art, and how to find audiences who appreciate their vision. I try to offer more questions than observations in critique, and save part of my commentary for private, written observation and discussion.

What I came to admire in my Art Appreciation classes is their candidness. Art majors can tend to see art in a bubble, and have a fear of expressing their opinions because they are afraid their comments may not sound “arty” enough to their peers. Humanities students have honesty about the subject matter, and a detached viewpoint that has broadened my perspective on how to teach the concepts behind art to a wider audience. I have merged these valuable lessons in with art majors, to give them the passion to create as is their legacy as humans, and not just simply earn a grade and degree.