Pedagogy & the Graduate Assistant [ page 4 ]

The attitude of academic institutions toward quality of instruction as reflected in their hiring practices must also be considered in terms of its impact on a student’s learning experience. Many colleges, universities and private educational institutions offering degrees in studio art continue to struggle with the financial and budgetary strains of technological requirements, declining or fluctuating enrollment, and dwindling governmental support, and cost-cutting measures are sought. With greater frequency, full-time faculty numbers are reduced in favor of graduate teaching assistants and adjunct faculty, saving money through smaller salaries and a reduction in contractual benefit packages. At the expense of the quality of studio art education, there is a long-standing tradition of thrusting GTA’s into the classroom with little or no experience, preparation, guidance or supervision. When new full-time faculty are hired, budgetary constraints often dictate that vacancies be filled at the lower salary rank of entry level instructor or assistant professor. These new-hires are often fresh out of graduate school, with virtually no teaching experience or preparation beyond a graduate teaching assistantship. An increase in these hiring trends is anticipated as a high proportion of current full-time faculty approach retirement age or consider early retirement initiatives.

And so the question, the challenge remains…how do we better prepare new studio teachers for the field? How do we, as individuals and institutions, address this crisis in the studio classroom? Given the fact that college level teachers are generally required to have an MFA degree, it follows that the responsibility lies with the degree-granting institutions and programs, even while the debate concerning the usefulness and relevance of the MFA degree continues. Unless or until the MFA degree is redefined, MFA programs in the visual arts must address the dual nature of the master’s degree as preparation for a profession in art-making and art-teaching. Specific courses must be implemented that address the theory and practice of pedagogy, with rigorous demands and expectations equal to those of studio courses.

As an integral part of the MFA program in Fine Art at Kendall College of Art and Design, I teach a required 3 credit Seminar in Teaching. The course is a prerequisite for any graduate student wishing to be considered for a foundation level teaching assistantship in their second year of the program. The course is structured to include theoretical discussions concerning teaching methodologies, as well as direct experience with preparatory activities and actual studio classroom practices. As a mentor for these graduate students preparing for a career as artists and teachers, I aspire to set an example as their instructor in both studio courses and the teaching seminar. The ways in which they experience me as a drawing instructor ideally reflect the personal teaching philosophy that I espouse in preparing them for the pedagogical experience.

Students in the teaching seminar are required to spend 15 hours in a foundation class with a full-time faculty member, observing and assisting in critiques, discussions, demonstrations and lectures. Course work for the Seminar in Teaching emphasizes all aspects of teaching. Students gain valuable experience in preparing a syllabus, including a materials list, reading assignments, attendance and grading policies, and appropriate homework assignments. Students prepare and deliver a lecture on a topic significant to a foundation course, and give a demonstration on a topic that is better served by showing rather than telling. Both lectures and demonstrations must be supported with appropriate slides, handouts, etc. Students prepare an application for a teaching position, including a cover letter, curriculum vita, slides of their work, and a statement of their teaching philosophy. Students are instructed in shooting slides of artwork. Additional discussion and experience is provided for constructing and lighting still-lifes, conducting individual and group critiques, grading student work, proper etiquette when working with a nude model, handling difficult students or situations, and more. The seminar provides broad-based and practical experience for the aspiring teacher while stressing the potential impact a teacher may have on his or her students. The text for this seminar in teaching is The Art of Teaching Art.