Cinthea Fiss
Teaching Philosophy

As a teacher, I integrate theory and practice with technical skills in order to teach students how to articulate concepts and use contemporary cultural theory to better understand their own art. I help them to acquire the full array of skills necessary to be a successful artist in the 21st century. My teaching philosophy can be viewed through five integrated practices: providing access, interpersonal peer learning, promotion of self-esteem, action, and community interaction.

Access:
Students need access in order to learn. They need access to resources, access to the tools to create art. I design lectures with discussion components to provide an introductory foundation for each assignment, to give students access to the basic concepts, access to the materials to build knowledge. I show the class the origins of my research by sharing books, essays and internet resources during my presentations. A demonstration of an applied theory, examples of historical and contemporary art, furthers the students’ access to discourse. This is empowering. During lab sessions, I provide access to supervised, hands-on skill training in an inclusive, supportive and safe classroom environment.

Interpersonal peer learning:
I incorporate classroom strategies that encourage interpersonal peer teaching. When students teach others they are utilizing their own newly acquired knowledge in a way that reinforces the learning experience. They prove to themselves that they are learning new skills. I promote in-classroom conversations in which students can help each other apply theory to practical applications. In critique, each student is assigned the role to lead the discussion of another students’ work. They are given clear parameters for the discussion, designed appropriately for the class level.

Promote self-esteem:
I encourage students to find confidence in their individuality as they work to find their own vision and voice as an artist. Students have a life of knowledge that is valuable for their critical thinking and art production. I appreciate the diversity of their own individual experience and guide them to utilize their unique perspective in the learning process. Each accomplishment builds confidence. It is crucial that I am clear and concise with instructions, expectations and grading policies so that each student understands every aspect of every assignment and does not fell belittled or overwhelmed. They learn to trust that they have the ability to succeed.

Action:
Students need to be actively engaged in the learning process. They learn by doing, by problem solving, and by actively assessing their accomplishment. I create assignments that progress from one to the next, so that students can apply the skills and knowledge learned from one project to the next. Students are compelled to take risks with each assignment, to be challenged.

Community integration:
Students interact within the community to practice what they are learning in the classroom. This can be in the form of participating in local art events, submitting work for exhibition both locally and nationally, and through co-operative education internships with local artists, galleries, museums or community businesses. By application of classroom skills in broader environments students reinforce the practicality of what they are learning, and value it beyond abstract knowledge.

These five integrated practices are all flexible in nature and tailored toward both the needs of the students and the needs of the department within the institution. In a practical application these practices vary to some degree from class to class but form the underlying philosophy for all classes.