Saul Sandoval
Media Arts & Animation
Adjunct Faculty
The Art Institute of San Antonio, a branch of The Art Institute of Houston
Collaborating allows for networking and brings people with different strengths to work towards a greater goal that might otherwise prove to be unrealistic if approached by one person. Saul Sandoval , Adjunct Faculty , The Art Institute of San Antonio, a branch of The Art Institute of Houston
Is there a class assignment that exemplifies your approach to teaching and mentoring? Similarly, how does your approach inspire each student to push themselves beyond their own perceived limits?
For the final projects, I give more freedom to students on the subject matter but there still is a list of competencies to hit. I feel too much control can stifle the creative process as each artist has a different style of reaching the same goal, and I encourage students to explore these ideas on their own. Secondly, it allows students to care for their work by connecting to it on a much more personal level. Being able to choose what you are working on adds a level of enthusiasm to the learning process.
What role does collaboration contribute to students' success, especially when students from other programs contribute to the same project?
I think collaboration is a great way to view a problem from different points of view. Collaborating allows for networking and brings people with different strengths to work towards a greater goal that might otherwise prove to be unrealistic if approached by one person.
In your opinion, what is the single most important thing you impart to your students to help them succeed in your class and in the real world?
“Be a PROFESSIONAL!” I remind my students that their behavior is constantly on display for other peers to observe. The actions of showing up on time, creating work that pushes their abilities, asking questions, participating in open discussions, and taking ownership of their education all helps to formulate their brand as an artist. This brand is what students will remember and take away once they complete the program and graduate. Networking and being a contributing member of a production starts in school. I also remind students that they are competing with artists from around the world for the jobs they want. Reminding students of this perspective suddenly makes them reflect on their artwork as a body of material that might grab the attention of a studio rather than just mere homework.
For the final projects, I give more freedom to students on the subject matter but there still is a list of competencies to hit. I feel too much control can stifle the creative process as each artist has a different style of reaching the same goal, and I encourage students to explore these ideas on their own. Secondly, it allows students to care for their work by connecting to it on a much more personal level. Being able to choose what you are working on adds a level of enthusiasm to the learning process.
What role does collaboration contribute to students' success, especially when students from other programs contribute to the same project?
I think collaboration is a great way to view a problem from different points of view. Collaborating allows for networking and brings people with different strengths to work towards a greater goal that might otherwise prove to be unrealistic if approached by one person.
In your opinion, what is the single most important thing you impart to your students to help them succeed in your class and in the real world?
“Be a PROFESSIONAL!” I remind my students that their behavior is constantly on display for other peers to observe. The actions of showing up on time, creating work that pushes their abilities, asking questions, participating in open discussions, and taking ownership of their education all helps to formulate their brand as an artist. This brand is what students will remember and take away once they complete the program and graduate. Networking and being a contributing member of a production starts in school. I also remind students that they are competing with artists from around the world for the jobs they want. Reminding students of this perspective suddenly makes them reflect on their artwork as a body of material that might grab the attention of a studio rather than just mere homework.