In addition to my work in sound design and composition, I also teach audio production at the college level. I am a lifelong student of sound, actively listening all of the time, as well as reading what others have written about the subject. I have also written about sound ever since I began my graduate studies in Sound Design at Savannah College of Art and Design. The Classes block to the right consists of links to some of the course content that I have written and taught. I have also listed several other of my favorite sound related web sites in the "Webliography" located to the right. Enjoy!
Ten years of teaching experience has led me to strongly believe that a teacher's role is as guide, providing access to information rather than acting as the primary source of information. The students' search for knowledge is met as they learn to find answers to their questions on their own. To accomplish this I encourage my students to develop skills of reflective judgment and effective communication, and to see this as crucial to their own creative process and production. I ask students to develop articulate assessments and presentations of their art as well as the ability to critique and make suggestions for others' work.
While in my Master’s of Fine Arts program at the Savannah College of Art and Design, I was privileged to benefit from personalized attention and small student‐to-teacher ratios. Years ago, as a special education teacher, it was my primary objective to create an individualized plan of education for each of my students. Finally, as an instructor of audio production at the Art Institute of Atlanta, I was lucky to work with small class sizes. These experiences have led me to value being able to provide as much individualized attention for my students as possible. I accomplish this by creating a plethora of activity in my classroom, keeping students busy with different activities as groups or as individuals which frees me up to meet with individual or smaller groups of students.
I want students to develop as strong communicators of ideas simultaneously as innovative artists. I achieve this goal by creating an intimate and supportive environment in which to give regular and constructive feedback. One of my biggest strengths is the ability to quickly build a rapport with my students in order to make them feel safe while taking risks and presenting their art and critiques. Through sustained interactions on an individual, small group, and whole class discussions, I help students identify their strengths and recognize that which they bring to the classroom. I ask them to also exchange this knowledge with their peers through similar interactions.
Typically, in a studio class I will regularly meet with each student on an individual or small group basis to discuss, first, their objectives for a project and, later, their approaches to, and reflections on, that project. I have students then share this information as a group throughout the term. Over the course of a term, each student or small group will have multiple opportunities to present their original work in a full class critique. This allows everyone to witness and comment upon the variety of approaches to an assignment, and it allows me as the instructor to see how each individual student has grown, as well as the larger community of learners have influenced one another.
Although assigned reading, exams, and quizzes play a part in my classes, I believe that artistic understanding is best learned by doing and discussing art. I am committed to making peer review, critical thinking, and effective communication the main sources for evaluation in my classes. Finally, to engage students who learn and produce in different ways, I emphasize my students to share both their process and their outcomes with each other, so that they become exposed to the variety of possible responses to creative prompts instead of narrowly imagining the existence of one right answer.
After finishing my courses, my goal for my students is to be able to engage with art more deeply, be able to express what they love about art more articulately, and allow them to develop the skills to define and create the art that they love. For myself, teaching provides an opportunity for continual learning and growth. At the end of each term, I hope that I am as much closer to being a fully realized artist as my students are.