Derek Chalfant

2021 Teaching Philosophy by Professor Derek Chalfant

As an artist and educator my aim is to broaden the visual, intellectual and aesthetic faculties of students in their pursuit of careers as dedicated and serious professional artists. I teach the idea that art-making is a unique form of inquiry into the relationships between form and meaning that derive from visual awareness. In this view, the making of art is not merely the production of aesthetic objects, but is for probing the conventions of art through which awareness, cultural values and personal philosophies are defined.

I view the beginning of a student’s involvement with art-making as a demanding, ongoing, and unlimited method of self-discovery bounded only by the depth of each student’s personal commitment. Emphasis ideally is not simply the production of competent art, but on the discovery of ideas and the investigation of the artistic possibilities raised by increased visual sophistication. My goal is to develop an attitude toward art-making as an outgrowth of personal philosophy in which excellence is not an endpoint, but is a continual standard measured by the level of one’s search.

I realize the need for the student who wishes to pursue a professional career in the visual arts to have a solid understanding of art and art history. I think that contemporary art, contemporary concepts, and the contemporary position of the student are most important, because that is the world in which the student lives. Thus, I teach contemporary theory combined with my broad knowledge of art processes. Intensive studio work should be complemented by a strong academic education that will give the student a broad base of knowledge. To broaden students’ intellectual and conceptual background, a number of readings will be assigned and discussed. In addition to exploring the various theories surrounding art, i place emphasis on artist talks, artist’s biographies and studio visits with working artists.

I believe students need constructive criticism and encouragement, as they get involved in the creative act. The idea of illumination, to enlighten and make clear, is at the heart of my teaching philosophy. The classroom should be a supportive, accommodating, inclusive and safe space for inquiry. Freedom should be first before judgement and constructive self-criticism. Art should be taught by active, working artists. The best way to learn is to follow the act with complete conviction-to teach art as though everyone in class is going to be an artist, even though we do not expect everyone to be an artist. I believe the entire order of teaching should be toward developing the student to the highest degree of creative, individual thinking. Practically, art teaching can hardly be objected to, but spiritually it involves an effort to teach perception and an openness toward perceptual vision, which exists nowhere else in the educational system. I think that direction through example is effective. Thus, I give many demonstrations to my students on a wide variety of techniques and skills to expand their technical knowledge and competence. With my experience maintaining sculpture studios including wood shops, metal shops and foundry facilities, I have the ability and knowledge to teach my students the use of many types of hand tools and power equipment. Finally, I teach my students to draw with a proficiency where drawing becomes a language to supplement ideas and art.

Being deeply committed artist and educator, I feel it is necessary to provide and maintain an open, supportive environment in which young artists can creatively evolve, develop, and mold ideas into form. As vertebrae of the backbone of the learning, I foster individual innovation and personal growth. To my students I encourage professionalism, commitment, self-discipline and intense work.