HHAS Art Philosophy
The School Year Program curriculum structure is primarily artist-choice-based.
The Summer Camp Program & Teen Studio curriculum structure provides both a new core-based lesson each day, along with ample time for artist-choice-based work.
Hudson Heights Art Studio is a real working art studio. We are a choice based school - Hudson Heights Art Studio is the first, and only independant choice-based art studio.
We teach the foundations, the essential elements and principles of art, but more importantly by giving students agency and independence, we empower true self-expression. In a supportive, structured, safe environment, students are provided with the quality materials they need to conceive, explore and manifest their unique vision. At Hudson Heights Art Studio we create in a true art school environment, we work as artists work: we focus on process, we embrace the artist as individual, we create with care and intent, and we share our ideas. As a result, our artists seek their challenge and there are none of the tensions that can manifest themselves in a traditional educational environment.
The art world is a vast spectrum, and we as artists, come from many different life experiences. We respect and empower the artist within you, and build upon your existing skills with ongoing, responsive, individualized instruction. During choice time, mini-lessons covering a wide range of materials, techniques and concepts are presented in response to artist interests. Modifications and accommodations for members of all ages, interests and abilities are built into every aspect of our program. The work that can be created in a respectful choice-based program is virtually limitless.
Personal responsibility is essential within our structured environment. Artists are responsible for their ideas, the materials they choose, and for our community as a whole. All major media - painting, drawing, sculpture, collage, fiber arts and printmaking is available in this responsive, autonomous and oftentimes collaborative space. Above all we encourage students to tap into the joy inherent in the creative process, building confidence, independence and resilience; life skills that extend far beyond the art studio.
The most rewarding aspect of this program is working with fellow artists of all ages while they explore myriad avenues of personal interest. Here at HHAS, we work hard, and with tremendous focus on projects we care about. The best part is that we have fun creating art we can truly call our own. We have serious fun.
What’s most exciting is, this isn’t just about making art. Along with employing new materials, exploring new techniques, and building skills, at the Studio we think critically, research, experiment, collaborate with others, and persevere through challenges. Working within a diverse community of artists, we build our interpersonal and intrapersonal relationships and make new friends.
The Hudson Heights Art Studio philosophy & structure is inspired by these essential educational principles:
Howard Gardner, in his Theory of Multiple Intelligences, outlined in beautiful simplicity what all good educators know; that the common definition of “smart” is exclusionary. We believe that we are all smart in different combinations of these nine intelligences.
The founders of TAB brought the primacy of responsible student choice to the world of public education. Their homepage says it all; “The Child is the Artist”. I first learned of TAB (Then referred to as “Centers”) in 1998, while in graduate school at The Massachusetts College of Art (MassArt). I then was the first to demonstrate TAB in the university setting while fulfilling my onsite teaching requirement at MassArt’s Saturday Studios Program. I then was fortunate enough to fulfill my student teaching with one of the founders of this approach.TAB showed me how to best empower every student by providing them with authentic choice in a structured and respectful environment.
I believe that TAB is based upon these three philosophies:
My three years teaching in the Long Term Program with this renowned non-profit taught me the primacy of teaching foundational concepts, the importance of using real art vocabulary, and the significance of good quality tools and materials.
According to the constructivist approach, instructors adapt to the role of facilitators, not just teachers. The facilitator helps the student to get to his or her own understanding of the content, the result is a deep understanding of the subject at hand. The origin of this philosophy is linked to Jean Piaget's theory of cognitive development and John Dewey's principles via his philosophy of "Learning by Doing". In addition, Constructivism has had a profound influence on the Project Based Learning movement.
Direct Instruction is the term contemporary educators use to describe traditional teaching methods. This approach involves explicit teaching of a skill-set using lectures or demonstrations of the material; the teacher talks, and the student listens. When teaching certain technical skills, proper use of materials, and specific concepts, Direct instruction supports most learners.
Not an educational philosophy, but if you’ve actually read this far, thank you, and I think you’ll forgive me :). I got my Mantra back in 1998. I meditate for 15-20 minutes at least once each day. Couldn’t do this without TM…And coffee. TM & coffee…Actually, if you’ve read this far, lemmie know, and I’ll give you a free class, $40 value :). Really.
Further Reading
The following texts have had a profound influence on my approach to students of all ages.