Teaching Philosophy

TEACHING PHILOSOPHY

In an effort to develop a teaching philosophy, I have chosen to address the following issues:

WHY DO YOU TEACH?
Beginning at an early age, my passion for the visual arts was encouraged through specialized courses. In this manner, throughout the years, art and design education would play a dominant role. With an emphasis on multidisciplinary studies, I planned to incorporate teaching into my work as a way to share the experiences that had the most impact on my life. For example, one of the most important lessons that graduates of Pratt Institute learn is the ability to “see”. Thus, I find it is particularly rewarding as I observe that through my teachings many of my students have adopted a different way to look at the world around them.

At the same time, being in a classroom means that I am always learning too. Preparing for a course always entails a review of my body of knowledge. It is also essential to remain current on issues that are relevant to Interior Design. My diverse background has allowed me to teach a wide range of courses but I have undoubtedly felt more qualified for certain courses. Yet, being willing to teach a variety of subjects allowed me to gain new perspectives on certain topics (for example, by teaching a course on human factors I was able to research current thinking on universal design and aging in place). It also helps me prepare for the NCIDQ exam as I expand my credentials.

WHAT DO YOU TEACH?
My undergraduate studies at Pratt Institute were a period of experimentation. Originally enrolled as an Architecture major, I would transfer to the Interior Design program for several years. Yet, the Art History department provided the flexibility that I needed in order to adopt a cross-disciplinary approach to the visual arts (more akin to European university systems). On the other hand, as I focused on graduate studies, I had determined that my explorations had led to Industrial Design as a way to create three-dimensional spaces at a different scale. This has facilitated my ability to teach in Interior Design because the skill sets are comparable. Most importantly, the added dimension creates a positive contrast with other faculty and diversifies the program.

In this manner, I enjoy teaching introductory courses in Design Process and Space Planning. Utilizing these basic foundations, I have been able to teach advanced studios too. Yet, with an appreciation for the tradition of pencil on paper, I like teaching Architectural Drafting (Manual) as well as Visual Presentation (Rendering), Human Factors was an unexpected delight to teach. I am particularly comfortable with Design History courses --- although intense in preparation, I have extensive teaching materials for lectures. I would welcome the opportunity to develop elective courses (including “Exhibition Design”, “Collaborations in Art & Architecture”, etc), too.

Moving beyond the technical aspects of Interior Design, I prefer to emphasize an experimental approach in the classroom. This is the time to take chances and push boundaries, For example, a film screening of Fritz Lang’s “Metropolis” (1939) can be a good way to take advantage of a captive audience on the first day of classes. Paying attention to its depiction of space, it also exposes them to one of the timeless examples of architecture on film so that it broadens their perspectives. It may not be the most conventional way to motivate the students but it is effective.

HOW DO YOU TEACH?
Although aware that course objectives must be met, it is also necessary to recognize that different teaching methods are necessary for today’s audience. My background in museum exhibitions has been particularly helpful as it is essential to work with curators in developing ways to engage the visitor while providing educational content. In studio courses, I emphasize group discussion in weekly critiques while incorporating more one-on-one time for evaluation of assignments. For example, demonstrating to the students (with the aid of layers of trace on which I quickly draw bubble diagrams) allows them to see firsthand how a design problem is approached and together we create a better solution. Computers are used as a tool only because developing critical thinking and visual literacy is emphasized in my classroom. Lectures are more appropriate in history courses but field trips (as close as a walk to the park across campus on a sunny day) create the opportunity to provide the lecture material in a different setting. In this manner, students are sometimes more receptive outside the classroom.

Throughout, I am always looking for opportunities to integrate content that encourages further reflection. For example in the Residential Design studio at AiW, my students were required to keep a journal of observations based on their reading of Akiko Busch’s “Geography of Home”. With an emphasis on the social context of what the use of different rooms represent throughout the ages, it encouraged the students to delve deeper into why we inhabit our spaces rather than dealing with its surface needs only. Undoubtedly, in a profession that has encountered identity issues, it helps to solidify the quality of the education that our students receive as we foster creative thinking.

HOW DO YOU MEASURE YOUR EFFECTIVENESS?
Honestly, I believe that the best measure of the effectiveness of my teaching methods lies in the long-lasting impact that I have had on my students. Student evaluations were conducted quarterly for selected courses. Yet, it did not provide much feedback as the emphasis was on gathering numerical data. After establishing a classroom environment that encourages open discussion and straightforwardness, having a discussion about concrete examples with students proved to be more helpful in determining that I had met course objectives. In this manner, they can express whether they feel that they are learning effectively or if alternative teaching strategies need to be adopted. This was particularly helpful as a first time teacher at the Art Institute of Washington because it allowed me to modify my teaching assignments and methods in subsequent quarters. Through Ai’s support, I have undergone several courses on instructional technology that have helped me become more familiar with the pedagogical aspects of education, too.

In conclusion, as is customary in all of the activities that I choose to pursue, I have immersed myself in the role of a teacher. It is an intense experience that allows me to grow and has fostered long lasting relationships with some of my students following graduation. As they enter the workforce, they feel confident that their education has prepared them to make a meaningful contribution to their companies. Thus, it is incredibly rewarding to see that I have been able to have a positive impact on their lives by encouraging their intellectual growth and it reinforces my lifelong respect for education.

YANITZA TAVAREZ: Teaching Portfolio