Tiffany Wyse-Fisher Teaching Philosophy
As an educator, I focus on four key aspects in my teaching. These are 1) the way in which students learn and build a foundation in art, 2) how students understand and interact with their world through art, 3) the way in which I teach these ideas, and 4) the way in which I evaluate the process.
I have made it a habit to go into programs with a critical eye—focusing on what can be done to improve the rigor and responsiveness of the curriculum already in place. When given the opportunity to take initiative in their own education, student care and production increase. I look forward to building curricula and an environment that teaches fundamental content and creative thinking with an emphasis on the broader world.
I believe there are two ways in which students learn fundamental content: through a rigorous and responsive art curriculum and the willingness of their instructors to work with them on an individual basis. I believe an instructor should provide students the skills needed to enhance their practice as an artist. It begins with high, yet obtainable expectations, and I expect students to live up to them. By pushing them to do better than their best work, students begin to take pride in what they are producing and become self-advocates of their art and their own artistic beliefs. It is also crucial to establish integrity in the classroom and in the art that is created there. I feel it is also important to act as a mentor to interested students. Throughout my teaching tenure, I have mentored many students through independent studies, who have gone on to be successful as art students, artists, and even art educators. Once a student leaves the classroom they will never be guaranteed the advantage of constructive critiques, questioning, and suggestions. It is a great disservice to allow students to walk out into the world having never explained or justified their work and artistic expression.
It is my belief that students grow in their understanding of the world through experiences and opportunities. My teaching provides students with creative opportunities and skills that will help them be successful as artists. I feel it is an important part of my role to instigate a relationship between students and the wider world through the creation of their work. Being able to offer students the real-life experience I have as a business owner and artist outside of the classroom is valuable. I know what curators are looking for, because I have been one. I know how to present work to a gallery because I have submitted work to galleries and have also managed galleries. Experiences such as these allow me to be a better instructor and mentor for my students.
Providing opportunities for art-making and exploration is also an important part of my teaching. I push my students to explore the artistic and educational opportunities that arise locally and regionally, and encourage them to take advantage of international travel. When students leave my classroom or studio, my hope is that it becomes part of their lives and they can embrace it as a part of our common humanity.
Finally, I trust in the importance of lifelong learning. I am continuously attending conferences and community workshops, and graduate and undergraduate classes as they become available. I have spent a great deal of time researching the importance of assessment and self-evaluation—both as the educator and the educated. I value the importance of continuous evaluation and assessment as a tool for learning. Self-reflection is important not only for students, but also for their instructor. I use reflection and assessment as a tool in my classroom through evaluations, partnerships, and discussions. I value the sharing of ideas with community and peers through presentations, interdisciplinary curriculum, and publications. I believe that when truly equitable assessment strategies are used in the classroom, everyone wins.
The great and wonderful rewards for teaching are what keep me in the classroom. I also love making art and being an artist. However, it is the interactions with students and peers that keep me engaged and inspired. Watching students discover a connection, helping them discover the physics of their first pinhole camera, or even simply walking along their first gallery representation and witnessing their reward for hard work—these are the elements of teaching I find so satisfying.