Chaitra Garrick

Teaching Philosophy

The ability to share stories and interact with others through art can only be actualized through an art education that has the right balance among technical, intellectual and intuitive approaches. I seek as a teacher to serve as a guide, and not a master, of the student’s inner creative resources. While often the best things in an artist’s work are largely a matter of intuition, intellectual inquiry into one’s work is still paramount. There is a danger that too much analysis can squelch intuition therefore a very delicate balance must exist between functional knowledge and visceral expression. Often formal art training is limited in that it teaches techniques through which a student can communicate ideas within their chosen medium. Of course, art is more than a simple combination of techniques and material; it is an expression of human thought and voice. As such, the most important skill to teach an artist is how to interpret their world.

However, I believe there are certain steps a student must take for artistic sensibility to evolve. My first priority is to teach basic perceptual and cognitive skills necessary to both create and view work. A student must be fully versed in all techniques of mark making, in order to discern which mark is most appropriate for their particular piece. I seek to supply my students with an arsenal of techniques at their disposal, an aesthetic vocabulary from which they can then create their own artistic language. Once a student has mastered the basics, or at least gained an exposure to them, they are then prepared to begin the process of art making which reflects and interprets the world in a meaningful way.

While I believe a foundation in traditional techniques is necessary, I also encourage my students to allow the expressive nature of their piece to determine the materials they will ultimately employ. There is a great tradition of art and artists using any and all tools necessary to get their message across, from paintings on box cars to drawings with sand. An artist may at times find themselves with limited materials, or perhaps they may choose to use a different material for poetic effect. Sometimes it is simply, wholly practical. I strongly encourage my students to utilize any tools they have, including the use of transfers for drawing and layout tools such as Photoshop and Illustrator. I prepare my students with the basics and inspire them with the possible - all in the service of their artistic vision.

As rigorously as I prepare my students’ hands with techniques, I prepare their minds with discussion, readings, and critiques. Why an artist chooses to make a particular art is just as important as how. By exposing students to a range of artists and artistic disciplines, I challenge students to locate themselves within a larger social dialogue. Through discussion and critiques, the student is challenged to answer the “whys” and “hows” of art making: Why is the work important? What does it say? Why should it be said? How does it address or express larger social concerns? How does it relate to the world? How does it relate to other art practices?

Great things are done in art when the creative instinct of the artist has a well-trained hand and mind at its disposal.