Marc Tasman

Statement of Teaching Philosophy

When I walk into the classroom on the first day, I tell the students that I am here to teach because I am passionate about what I do. I recognize that they, too, each have passions. One of my expectations for the course is that individuals will work to uncover their ardor and make work about that process. High hopes, I know, but I want it to be clear from the very start that I place a priority on "doing what you want to do, not doing what you think I want you to do." Being in class will not be a waste of time. In as many different ways as I can, I tell them "you get out, what you put in."

The most important thing I can do for students is to excite their motivation to learn. There are a few things that I think are important in motivating students to show up, and learn. Firstly, I try to establish a sense of community in the classroom. It is a warm, happy, fun place where people can be themselves. We learn everyone's name on the first day. A learning exchange should flow between everyone, not solely from teacher to student. The students should feel accountable to the whole class, as they are being called upon to be contributors, as well as recipients.

Secondly, I like to create memorable experiences. Who doesn't love a field trip? Taking the classroom outside is a valuable way of making connections to a real (different) world. I use a variety of teaching styles to reach students who have a variety of learning styles. We watch videos, have visual demonstrations, hold whole class discussions, work on small group projects, and meet one-to-one, student and teacher. I encourage everyone to keep a journal, in order to record ideas and feelings, and to serve as a resource for visual and written assignments.

Thirdly, clear and specific goals are set. So that the students and I are on the same page, I make a "to do list" on the chalkboard. We discuss short-term goals, that need to be met during the class period, and longer-term goals, referring to the syllabus as a flexible framework. I give the class choices and ask for feedback: "What do you want to do first today? Do we need to broaden or narrow the parameters of the assignment? What worked, or didn't work, from last time?" Giving the students some control over what and how we do in class strengthens their connections and commitment to concepts and activities. Everyone shares in the responsibility of setting and meeting goals.

My role as a teacher is made up from different personas: part entertainer, part spiritual leader, and part taskmaster. I like to think that my students get as much from me, as I get from them. Being a teacher has helped me understand to why I make art. My feelings and commitment to art and teaching are best articulated by the words of Ha-Rav Tarfon: "It is not your job to finish the work, but neither are you free to desist from it."