Statement of Teaching Philosophy
(view my CV)

My teaching philosophy is consistent with my collaboration and leadership philosophies in other contexts. I encourage the development of strong determination, critical and professional skills, attitudes of openness and curiosity through example and participation. I believe art education is valuable to everyone in any culture. I believe artists who recognize a clear vision within themselves will find the energy to sustain a professional career in the arts.

I share frames and thematic bridges that encourage a broad, interdisciplinary understanding of art practice and cultural activity. I understand that artists perform many roles through their careers and believe professional artists also need access to business, marketing, and critical writing skills to compliment art training. I understand people as physical, emotional and psycho-spiritual beings that need an educational approach that speaks to each of those levels of the being, as well as their particular cultural situation and heritage.

I am fond of seminar style teaching where I can challenge students to take responsibility in their own education and to help further the class’s progress. I believe strongly in the need for students to experience giving and receiving regular critiques of work, and for the students to develop a consistent habit of creatively documenting their work. I think a critical writing component is always valuable, even in the most visual, aural, or kinesthetic oriented class.

My ideal class would be 2-9 week intensives, which would be “installed” into its location and situation. The class might be in a rural location this time and an urban location the next. The social/political context may be foregrounded or the apparent abundance or lack of resources for making work taken up as an issue. The students would learn to be aware of their context while being encouraged to find their own voice within it, to collaborate, to be self-sufficient, and ultimately to just keep going.

Erik Fabian, 5/20/05