Teaching Philosophy

How do I think learning occurs?

I believe that students learn when they are exposed to different ways of understanding the material. Reading, elaboration through lectures and the presentation of diverse visual media, and discussions of the material, in addition to projects that require putting it all together, give every type of learner several ways to "get it." I think most students gain little from the testing process. They learn better and have a greater sense of accomplishment through the completion of complex projects that consolidate large areas of the material being covered.

I also believe that it is crucial to promote other kinds of learning than that related to the course material. Students should learn critical thinking through questions posed and discussed in class. The structure of projects should lead to improvement of social skills. Projects that require classroom presentations can improve speaking skills and professionalism. Those done by groups of students can teach them how to get the best work from each member and the fine art of diplomacy.

How can I facilitate this process? How have I come to these conclusions?

I am very much a person who learns by doing and I believe that many people interested in clothing, interiors, and textiles are similar. We have a very practical, technical approach to the subject area. For this reason I really emphasize projects that incorporate large portions of the coursework.

What goals do I have for my students?

I want my students to leave my classes more "awake" than when they came in. This does not mean that I see myself in their daily cup of java! My students tend to be those who are interested in clothing and interior design and retail merchandising and they frequently have an idealized and simplistic view of what it means to work in those fields. I want them to question the ethics of the fashion industry: its labor practices, its wanton disregard for the diversity of the human form, and its promotion of consumerism. I want them to notice when magazine advertisements use the principles of design to manipulate consumers and promulgate negative and debilitating stereotypes. This does not mean that I want them to go out there and dismantle the fashion industry. I want them to understand that we can change it and make it a better service to people. We can use design principles to enhance clothing for more kinds of bodies and to create better advertising.

I also want them to understand the necessity for basic skills. Fashion design students must be able to understand the physical construction of a garment and be able to communicate that design through simple illustrations. There is no getting around the necessity for sewing knowledge. Recognizing textile weaves like twill and fiber types like cotton are foundation to a job in clothing or interiors. These basics will give them the skills and the vocabulary necessary for this work.

I want them to have a sense of history. If "there is no new thing under the sun," then it is it doubly so in the fashion world. They must make the connections between today and the past in order to correctly interpret the trends.

What do I do to implement my plans/intentions?

I have a lot of enthusiasm for clothing, interiors, and textiles. Each can be a work of art, an object of daily, mundane use, and each can be both at the same time. I want my students to realize the extent to which textiles and clothing are a part of our lives. I want them to feel my enthusiasm and my commitment and to carry that forward in their own work. I try to create enthusiasm by using lots of visual media, especially slides from advertisements they may be familiar with in current magazines. With these tools I can ask them to critically analyze the aesthetic content, as well as the meanings associated with the image. I also show slides of historic dress whenever I can to illustrate connections between images and fashions of today with those in the past.

I make their thoughts and opinions a big part of the class, with special emphasis on having the students think about why they feel a specific way and clearly articulating their explanations.

What goals have I set for myself as a teacher?

My first teaching assignment was a flat pattern design class for fashion students. I thought all design students had started a the beginning as I had-with sewing. But many of them could not even thread a needle! They also had very little knowledge of textile or garment structure. I realized that I had to teach the basics at the same time I taught complicated methods of creating patterns for the construction of clothing. I was very hard on that first group of students! Since then I have developed a more generous philosophy with my students.

My goals are to continue to have empathy for my students and the difficulties many of them encounter in their work to be educated.

To continue to find new ways to connect with my students and get them interested in the more complex questions associated with clothing and textiles.