Teaching Philosophy

I teach studio art as a comprehensive, intellectual practice of creative inquiry that provides transferrable, real-world skills. I strive to foster a safe space that mentors undergraduate students during a pivotal time in their personal and professional development. I model studio habits such as brainstorming, attention to detail, public speaking, risk-taking, adaptability, and fearlessness, so students are empowered to discover their creative voice and achieve vocational success.

I balance both contemporary and traditional notions of labor specific fo fabrication spaces to be more inclusive of new technologies and diverse learners in the studio classroom. I have observed that this approach reduces intimidation, increases safety, and opens doors for all students to engage. I also apply Universal Design for Learning (UDL) in the studio classroom by varying my presentation, assignment and critique formats to provide multiple pathways for students to succeed.

I place sustainability at the forefront of my teaching to advance critical conversations about art and ecology across disciplinary boundaries. This is critical in my teaching of sculpture, architecture and 3D design in particular, as these courses tend to generate untold amounts of waste. While any artist is loathe to admit their work might one day end up in the dumpster, in academia this practice is an all too commonly accepted part of the journey toward finding one’s artistic voice.

Addressing studio waste is intersectional across DEIJ, as material cost and transportation access can negatively impact the ability of some students to create truly ambitious projects. Using found, recycled or renewably sourced project materials not only provides free and low-cost materials and reinforces positive studio behaviors: it challenges students to project thoughtful original and engaging projects, slows the project-to-landfill pipeline, and opens the doors for all learners to discover the full potential of the studio classroom.

With diverse learning styles in mind, I emphasize the work of writing and reflection as being just as important as the final studio product, as articulated in Meaningful Grading: A Guide for Faculty in the Arts (Haughnes, Holmgren and Springborg, 2018.) I provide opportunities to discuss student progress across the semester in accordance with shared goals. This reflection methodology helps diverse learners develop transferable skills, find genuine meaning in their studies, and prepare for lifelong learning.

End of semester sculpture critique in support of Midwest Association of Graduate Schools (MAGS) Excellence in Teaching award nomination. For more information, visit http://www.stevenlemke.com.