TEACHING PHILOSOPHY

 

FOUNDATION

 

Are you fascinated with people, what inspires them, what grabs their attention? If your answer is ‘yes,’

then your journey may be similar to mine. My first memory of ‘learning’ came in middle school when I

recognized distinctive teaching styles, how some students responded to one teaching style over another

yet through the whole process the sum of teachers provided a well-rounded education. Each teacher had

something to offer that filled the omissions of others.

 

Since that time I have felt drawn to teaching. Even though the feeling was strong and I sensed the ability

I didn’t feel I had anything unique to offer - what I knew was common knowledge. In recent years I

have learned that I have a unique perspective, distinctive vision and opinions combined with an

energetic and open teaching style ultimately being of great value to students.

 

STUDENT GOALS

 

Students are naturally curious especially in the college setting yet many confess to ‘playing the game’ of

learning what the professor wants and playing to that. With that in consideration I make it clear my only

desire is for them to discover their own unique vision, to build confidence in that vision and to sense the

obligation they have to share that vision with the world.

 

For a long time I believed that what I saw, heard, tasted, felt and smelled was the same as everyone else.

Through the admiration of other artists and learning their passions I discovered that I did not perceive

the same as them. Did that mean that I perceived and created differently than they? The answer is yes,

now I have the obligation to share that understanding and inspire others through teaching.

 

STUDENT EXPERIENCE

 

As a teacher my role is facilitator. I first provide a foundation of value for their vision and trust in order

for them to be comfortable in sharing their vision. My artistic perspective is shared featuring its

strengths and weaknesses, what I am doing now and what I am working on to improve. I challenge

students to challenge themselves and me.

 

Each class has assignments that I use to guide them through self-exploration. Even though there are

specific technical and discovery goals for each assignment the results are unique to each student. They

are assessed based on their own growth and how they stretched beyond their comfort zone, being

amazed by their own results. Likewise my syllabus is flexible to meet the needs and interests of the

students – the core assignments are featured but how they are executed may be molded to each student.

Technical knowledge is crucial and supportive but subservient to the creative process.

 

No two classes could be compared. I maintain open lines of communication with students to encourage

feedback and to be able to adjust the course of each class. Attendance is crucial to the learning process

in a visual arts class. The lessons from seeing how another student approaches the same challenge may

be creatively life altering. Through oral and written reports I encourage students to learn about others in their areas of interest, to share biographical information but more importantly to critique, compare and

contrast their artist’s work with their own. When possible I relish the opportunity for field trips, to be

removed from the mundane and experience something new.

 

Ultimately it is my role to encourage the student, to provide their egos enough fuel to believe their

vision and talents are worthy of compensation while keeping those same egos in check that they feel the

need to constantly strive to improve. It is my firm belief that “It hasn’t all been done already,” and that

through their unique vision it is possible to see the world differently and to help viewers see the world

differently as well.

 

PROGRESS

 

Ultimately students must feel comfortable with the medium and feel like they can use it as part of the

creative process even if it is not their primary tool. At the beginning of class I try to connect with

students at their level then move them grow through class.

 

Even though specific facts are important, testing is secondary to the creative process. Critical thinking,

presentations, essays, criticism and personal development can be more important to one’s creative

evolution compared to the technical knowledge or the creation of the final portfolio. I hope they will

take their knowledge of the basics of photography, create a foundation from which to launch their

lifelong creative process.

 

ASSESSMENT

 

I assess the students based on their improvement through the class, knowledge of the historical,

technical and student featured information presented and their opinions about how it all relates to each

other and themselves. I primarily use essay/short answer testing so as to learn what the student is

thinking.

 

Generally, knowledge of the effects of light with various subjects, a diary study, making images similar

to a chosen artist, creating a final body of work with a common theme, and to grow are elements of my

assessment.

 

My greatest joy comes from seeing students realize the value of their own unique vision especially when

they create bodies of works that exceed my interests and abilities.

 

PERSONAL GOALS / PROFESSIONAL GROWTH PLAN

 

I strive to continue to grow as a photographer/artist, to immerse myself in relationships, discover how

people are perceived and presented and to convert those relationships into the most amazing works of

art.

 

My first book titled ‘Fascinating Beauty’ was published in the summer of 2009 with an accompanying

art show. This process has been eye-opening and I hope to create more bodies of work in this manner.

I will also continue to explore web creation as a creative outlet. Additionally, I have begun to consider

the essence of time in the creation of my art by exploring Flash and video options.

 

July 1, 2008 

 

Contact: Jill Tolan - 309.467.9041 

 

Communities of Maple Lawn announces July 23 Ground Breaking

for New Building- “The GatheringPlace” 

 

On Wednesday, July 23 at 11 AM the Communities of Maple Lawn will celebrate a groundbreaking ceremony for its newest building, “The Gathering Place.” Members of the media and the general public are invited to attend. 

“The Gathering Place” will be a new state-of-the-art building by Homeway Homes based in Deer Creek. This facility built on the 133 acre campus will feature a community area, fitness/wellness center, social center, computer library, storm shelter and administrative offices. The project was approved and contract signed by the Board of Directors at its regular meeting on Monday, June 23. 

 

The approximately 17,000 sq. ft. facility will serve the needs of all residents on campus but is focused for the cottage residents. It will be built southeast of the apartments very near the center of campus with a community patio set to the north side of the facility. (see attached image) 

 

Fund raising efforts for this projected $1.6 million facility have been in the quiet phase for the past one and a half years in which more than two thirds of the funding has been secured. The public phase is in full swing, directed by co-chairs Chuck Staley and Jim Sommer, and supported by personal contacts and a mailing to constituents, friends and other financial supporters of Maple Lawn and its mission. (see attached image) 

 

“In this era of campus renaissance it is exciting to commit to the future of The Communities of Maple Lawn with such an exclamation, “ said Charles Rinne, President/CEO. “Generations to come will benefit from the vision set forth by the commitment of this project.” 

 

The Communities of Maple Lawn is a Mennonite Affiliated intergenerational community featuring day care, independent cottage and apartment living in addition to assisted living, hospice, Homeward Bound and traditional nursing home services. To learn more go to www.maple-lawn.com or call Jill at 309.467.9041. 

 

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Image identifications: 

The exterior artists concept of “The Gathering Place.” 

Chuck Staley and Jim Sommer hold plans for “The Gathering Place” in front of the land on which it will be built.