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In Tony Goodwin’s Senior School art studio, art is more than a solitary pursuit; it’s a shared experience that blossoms through conversation, collaboration, and community. “The classes are very collaborative and communal,” Goodwin explains. Students work independently but find their efforts enriched by the lively exchange of ideas and feedback. “It’s not an official lounge,” Goodwin says with a laugh, “but they feel comfortable doing that here. Those are the kinds of things you do in a meeting place. You relax a little, you have conversations.” The atmosphere is one where creativity flows easily, and personal connections grow.

This openness extends beyond formal class time. Students often linger in the studio, letting their guard down and allowing their ideas to evolve naturally through peer discussions. “When their guard is down, they’re more open to new ideas,” he explains. “That’s when the magic happens.” His studio has become a space where students not only create art but also find a haven from academic pressures—a space where relationships flourish as naturally as artistic exploration.

Goodwin’s own journey to teaching was indirect. Originally from Philadelphia, he attended art school there before a brief stint in Los Angeles. Eventually, he returned to Pennsylvania and found himself teaching at Shady Side Academy, where he discovered that the classroom allowed him to stay deeply connected to his passion. “It allowed me to be around art, dependably,” he reflects. “That was my job, and I found it very gratifying.”

The experience and values he gained in art school—especially around exploration and risk-taking—shape his teaching today. Goodwin helps students overcome the pressure to create something “perfect” by placing less emphasis on a specific outcome. “I try to lessen the importance of a ‘successful’ outcome,” he says. “When that concern is out of the way, the students have permission to explore. The ‘outcome’ can simply be exploration.” This mindset gives students the freedom to push boundaries, focus on process, and learn through experimentation.

The art studio, in turn, often becomes a safe space for students to explore personal themes through their work. Goodwin encourages this personal expression by offering a flexible, individualized approach. “When they’re self-motivated, it’s going to come out,” he says. Whether students express themselves in a doodle or a sculpture, Goodwin provides a supportive, non-judgmental presence that allows them to explore their artistic voices freely.

Though formal critiques are rare, Goodwin fosters a natural environment for feedback. “I’ll go from project to project and talk in the space where everyone can hear,” he says. This conversational approach encourages students to engage in peer-led critique, treating feedback as an ongoing, collaborative discussion rather than a judgment. “Anything you say about someone’s work can be a critique,” Goodwin notes, fostering a space of respectful discourse where students learn to evaluate not just the art but also the thought process behind it.

For Goodwin, the relationships he builds with his students are the most rewarding aspect of his career. He fondly recalls former students, like Anastasia “Annie” (Rygle) James ’06, now Director of Galleries & Public Art for Pittsburgh’s Cultural District. “When she was a student here, I took her to [sculptor] Thad Mosley’s studio, her first studio visit,” Goodwin shares. “Now she’s blowing up as a curator and recently curated an exhibit featuring Mosley’s works. It was a full-circle moment as an educator.”

Reflecting on his 30 years at Shady Side Academy, Goodwin’s pride in his students is evident. Whether guiding them through a first project or watching them grow into curators and artists, his impact extends far beyond the classroom. “It’s amazing to see what they go on to do,” he says, watching each commencement with gratitude and admiration for the lasting relationships he’s built through creativity and connection.