| My philosophy of teaching
is a humanistic one: students are basically good; learning is
intuitive as well as intellectual; successful curriculum addresses
the student as well as his/her ever-evolving environment; discipline
is essential for harmony; and freedom is essential for creativity.
With the studio/lecture hall, there exists a reciprocal exchange
between student and professor. Within the institution (ideally),
there exists an integration of disciplines - nourishing a neo-Renaissance
community of artists and musicians, scientists, writers and
philsophers. As an educator I believe strongly in life's lessons;
that formal education is not necessarily the cornerstone of
learning; that improvisation and problem-solving are foundations
A professor of painting, drawing, life drawing, as well as the
history of art for over twenty-five years, I methodically incorporate
an art history component into the studio - consciously confronting
students with a high aesthetic context and the notion of collective
When working with students who might be challenged, the collective
language of painting and drawing become socially engaging tools,
through which such students are brought into universal inclusion,
thereby promoting integration and socialization.
Finally, I believe strongly that since prehistory artists were
among early "specialists" who maintained human records.
I am committed to preparing artists to act as visual weathervanes,
sensitive and responsive to streams of change; committed to
instilling in students their responsibility to be actively involved
in the achievements, anxieties and failures of the times - to
respond to profound circumstances.
It is safe to say that artists will always be society's responders,
and as a professor of fine arts, I unequivocally encourage the
ways and means for visual historians to continue to create and