Teaching
From 1984 to 1986, Peters taught Creative Communications at Red River College, Winnipeg. Between 1988 and 1990 he was a sessional Graphic Design instructor at the School of Art, University of Manitoba; from 1990 to 1993 he was an Assistant Professor and Chair of Graphic Design, at the School of Art. Since the early 1990s he has been a frequent guest lecturer on graphic design and visual communication at schools in North America, Asia, and Europe.
Between 2004 and 2006, Peters was a regular guest lecturer at the ICIS Centre (International Centre for Creativity, Innovation and Sustainability) in Hornbaek, Denmark.
In 2006, Peters was the recipient of the (University of Hartford’s) Hartford Art School’s Georgette and Richard Koopman Distinguished Chair in Visual Arts. As a part of this assignment he taught a studio course in the Visual Communication Design Department entitled “Cause an Effect” consisting of topical modules relating to globalism and cross-cultural issues. One of the student projects arising from this engagement was the “Migrant Immigrant eXchange 2006” (MIX06) cultural exchange project undertaken along with students of Russell Kennedy at Monash University in Melbourne, Australia with the aim of encouraging contemporary discourse between Indigenous peoples and non-Indigenous designers/ collaborators in Australia and the USA, in recognition and respect of both First Nation and Aboriginal culture.
Later in 2006, Peters spent four weeks in Melbourne as Designer in Residence at Monash University, with a focus being the preparation and launch of the traveling exhibition “MIX06: One Step Back, Two Steps Forward.”
In 2007 and 2008, Peters served as External Moderator to graduating students at the Wanganui School of Design in Wanganui, New Zealand.
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Famous quotes containing the word teaching:
“I have come to believe ... that the stage may do more than teach, that much of our current moral instruction will not endure the test of being cast into a lifelike mold, and when presented in dramatic form will reveal itself as platitudinous and effete. That which may have sounded like righteous teaching when it was remote and wordy will be challenged afresh when it is obliged to simulate life itself.”
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“There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you, and you are he; then is a teaching; and by no unfriendly chance or bad company can he ever lose the benefit.”
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