As an artist and educator, I am deeply committed to the value of an education in the arts. My teaching philosophy is grounded in a dedication to lifelong learning and a continual evolution of my pedagogy. I strive to mentor students as both a guide and a listener, modeling the creativity, curiosity, and dedication I encourage in them. Over the course of nearly 20 years of teaching at the university level, I have developed a practice focused on cultivating students as both skilled makers and critical thinkers. I do this by nurturing their craftsmanship and guiding them in discovering and pursuing their individual motivations as artists.
One of the most vital lessons I have learned as an art professor is that each student is unique, and driven by distinct motivations and goals. There is no “one-size-fits-all” approach to teaching, as methods effective for one student—or even the same student at different stages—may not work for others. In response, I employ diverse pedagogical strategies tailored to the needs and development of each student. By adapting my teaching to meet students where they are, I foster an environment where they can grow at their own pace.
My commitment to diversity, equity, and access is central to my teaching, academic service, and professional activity. At IU Southeast, I have had the privilege of working with students from diverse urban and rural backgrounds, including many first-generation college students. I cultivate a respectful and inclusive classroom environment where varied perspectives enrich our studio community. Through the visiting artist program I developed in Ceramics, I have brought over 40 artists from different backgrounds to campus to help provide students with a broader understanding of global ceramic arts, fostering cross-cultural awareness and professional connections. I also integrate diverse perspectives into assignments, such as a project exploring the history of face jugs and their connections to Congolese Nkisi dolls, encouraging students to examine the intersections of cultural history and contemporary art.
Beyond the classroom, I extend my commitment to diversity through Artaxis, a non-profit I founded, which amplifies underrepresented voices in the ceramic arts. I ensure diversity within the Board of Directors and spearheaded the Artaxis Fellowship, which provides fully funded residencies for artists from underrepresented groups. These initiatives, along with my teaching and academic service, aim to create inclusive communities that encourage engagement with new ideas and promote cultural sensitivity. By fostering equity and mutual respect, I strive to empower students and colleagues to contribute meaningfully to the broader art world.
I prioritize helping students explore a broad range of influences and passions that inform their individuality. My role as an educator includes encouraging them to draw on personal interests and providing the confidence to pursue those directions. This diversity of subject matter fosters a balanced and supportive studio community where collaboration and mutual respect thrive.
From the first day of class, I set clear expectations for ambition and active participation in the learning process, integrating these qualities into grading rubrics to emphasize their importance. Students are encouraged to take ownership of their education, engaging fully in their creative and intellectual development. While I provide guidance and support, I expect them to embrace responsibility for their progress.
Through openness, humor, and dialogue, I create a climate where students feel free to express themselves through their work. My assignments are often structured as conceptual prompts, allowing for diverse approaches across various media and techniques. For example, an assignment to create a still life depicting a trade or skill might result in wheel-thrown pottery, slip-cast porcelain objects, found-object assemblages, or traditional handbuilt forms. This freedom enables students to experiment with materials and processes, exploring how they shape meaning and connotation.
I believe technical proficiency is essential for realizing creative ideas. To bridge this gap, I embed technical instruction within conceptual assignments, letting students’ excitement about their projects drive their skill development. This approach encourages self-reliance, as students learn to select and apply techniques that best serve their artistic vision.
I believe education extends far beyond the classroom walls. By introducing students to artist websites, exhibitions, and visiting artist lectures, I model the importance of engaging with the broader creative community. I have created opportunities for experiential learning through initiatives like the SpaceLab, an experimental exhibition space, and the Claybucket website, which provides access to resources such as demonstration videos, glaze recipes, and technical guides. These platforms foster exploration, risk-taking, and professional development.
Building community is a cornerstone of my teaching. I connect students to the wider ceramics community by hosting visiting artists, organizing field trips, and facilitating attendance at national conferences like the National Council on the Education for the Ceramic Arts (NCECA). These experiences expose students to a range of perspectives and opportunities, fostering a sense of belonging within the field.
In today’s digital age, developing a professional online presence is crucial for artists. I guide students in this process by requiring them to maintain weekly blogs documenting their studio progress. This practice not only familiarizes them with digital platforms but also lays the groundwork for creating professional portfolios.
My teaching is informed by ongoing personal and professional growth. I stay attuned to developments in the field, actively participate in the art community, and regularly exhibit my artwork. Collaboration with students and colleagues fuels my excitement and inspires me to integrate new ideas into my teaching. This adaptability ensures that I provide students with a dynamic and relevant education, empowering them to thrive as artists and thinkers.
Brian Harper
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