Brett Taylor | Teaching Statement
As an inclusionary practitioner, I center my visual arts instruction and curriculum around community-building; fostering a space of lateral education, a system of creating room for students and myself to learn from one another. This system of information-seeking acknowledges and embraces the intersectional perspectives, global communities, and diverse positionalities that students bring into the institutional space. The open sharing amongst students and educators assists in breaking down exclusionary educational barriers and dismantles hierarchical education systems.
I believe in allowing people to author who they are, how they want to be perceived, what identities are most salient to them and aim to honor their holistic self. Encouraging students’ unique self-authorship assists in constructing a foundation for a brave space based in belonging and trust. I acknowledge that each individual in the class is an artist, and as such I bolster a shared artistic position and the construction of an equitable environment that meet individuals where they are at. Providing students with the agency to engage with topics that are most important to them and with contemporary social and cultural questions allows them agency and input over course content and emphasizes a student-driven curriculum. This is recognized by creating assignments that teach students the core skills and learning outcomes of each course but challenge engagement in a personal and community-based dialogue moving away from homogeny and embracing difference and nuance. I address curricular erasure by providing readings and examples by a diverse range of artist, writers and theorists. This is enhanced by in class artist talks and presentations from other makers, and community interdisciplinary critiques. Cohesively, these pedagogical tactics assist in fostering an intersectional workplace that celebrates diversity and inclusion.
To enact these practices, I must also challenge stereotypes and promote sensitivity by being aware of my own biases and challenge others to be aware of theirs; understanding the influences that biases have in their everyday actions both inside and outside the classroom. Every class is different based on the individuals in the space, which in turn inspires a shift in the design of the course. No matter the shift, I always foster a culture of care, based in gratitude and generosity. It is a privilege to work with a diverse range of individuals and have the opportunity to empower them to author and share their stories, innovations, perspectives, ideas, and artwork. Being part of a pedagogical creative community offers a unique positionality to be both a student and educator. I believe that being an engaged and productive teacher runs parallel to being a motivated student, one that looks at all opportunities and collaborations as opportunities for learning and growth.