Since 1984 I have taught art; to children, adults & families as a Councellor, Art Director, Facilitator, and Artist in Residence at Unicamp (1983- 2013, 2015-19,2021-24), as a tutor Georgian College (colour theory, art history , drafting 1986-1988) Tutorial Leader (theatre history 1994-5) and Studio Technician (Sculpture & Print Studios 1993-4) at McMaster , and Instructor at Ryerson, (technical drafting 1995-1997). Since 1996 I have taught in art institutions; Art Gallery of Hamilton (1996-2000), Art Works Art School (2001- 2015) & the Art Gallery of Ontario (2002- to present), Art For Cancer Foundation ( 2014-2020), LucSculpture Gallery and School ( 2015-2020) and ARTiculations ( 2015- 2020).
I enjoy explaining, demonstrating and discussion; creating a safe, caring, enthusiastic environment. I come by this ability honestly as the daughter of Furniture Guru- Donald Lloyd McKinley. I find joy in the exploration by others, especially when they do not know what is possible or more importantly what should be impossible. Art making is all about saying YES!
Academic Teaching Philosophy by Lauren McKinley Renzetti
Academic Teaching Philosophy by Lauren McKinley Renzetti
I grew up in the academic world on the Sheridan College School Craft and Design campus with parents who were master craftsmen and teachers. I would sit in on lectures, demonstrations and critiques. The dinner table was filled with dialogue on problem solving for the best method of design. I wish to impart my knowledge, expertise, and instill that passion into anyone who will listen.
I learn best with objectives that are; clear, straightforward, methodical and organized. I need to know what is expected, and how it will be covered in a class. I also need to understand the language being used. Then I can begin physically doing the work. I teach with this style of learning in mind.
Syllabi and sheets are supplied for the students to take, language lists, written overviews and steps to a procedure on walls, tables laid out with the materials needed for demo already set up. This grounds me and gives the students immediate emersion.
At the start of a new project, we will briefly go over the plan, listing the main points, introduce historical examples, personal samples, and demonstration of techniques. Lecturing can create a wall of boredom so while demonstration happens, students also do the techniques at the time. Questions and clarification are encouraged. It makes for a longer demonstration, but the concepts are rooted immediately in the student.
By observing students body language, actively listening and engaging with what they are doing I can help answer questions that may not have previously surfaced and give direction when someone has lost a step. Accessibility is a key ingredient, so visiting each students work area helps with communication. As a student I sat through many disorganized, dry lectures and poor demonstrations feeling lost afterwards with little contact from professors.
As a maker, instructor and printmaker, I desire a high level of control. Often external factors will annoyingly prevent the perfect studio experience. Every effort is made in planning, research and doing the project myself to ensure it can be done by others and all the steps are there for the students’ success.
I appreciate and empathize with my students having their own, issues, stress, disabilities and baggage. These are often amplified by working in a group studio setting. To me this means that all styles of learning (visual, verbal, aural, kinesthetic, physical and logical) are present to ensure everyone is getting what they need in the lesson. A great effort is made to ensure that students have the tools they need to succeed.
With regards to accountability and assessment, I think we need to remove ego and look at the work for what it is. A known Rubric and frequent check in during the process is critical. Group critique should be no surprise with good communication throughout the course. Students that are not engaged or willing to do the work are the biggest challenge. I will call them on this behaviour with kindness and consideration, but time is best spent engaging with students who ask for help, and are fully engaged. I do believe in second and third chances.
Opportunities exist for students to critique each other, themselves and to take my assessment at the value of being one of several views. I believe one of the best ways to become a better teacher is to get reviewed by the students. Anonymous and group feedback is asked for throughout-to ensure personal improvement. This helps to encourage mutual respect, as they have a say in how the atmosphere of their environment is honed to suit them.
The group environment should nurture experimentation. I want students to explore their own boundaries and ideas. If the project sparks an idea that is outside of the bounds of the project I will always try and say YES. This is where my role as a negotiator, technician, administrator, facilitator, cheerleader, and safety net really comes into play. Above all else this is why I teach. To witness the new horizons of another mind, to brainstorm and create a whole new idea. That “Eureka Moment” is the best moment in making and I strive for it in my own work. The next best thing is to foster it happening in others.
~updated September 2024 .
