The instructional decisions I make in a classroom are reflective of my own art student experience and my current participation in the professional art world. As an educator I’m eager to share the fundamentals of art because the first steps toward defining artistic identity will always be the most exciting to me. I am a performer and I use time based media because it helps to remind me of the vulnerability I experienced in my early art making. I transfer these personal, performative experiences to messy explorations on paper or with fabric to create tangible work.
My art making processes inspire me to teach artistic approaches to social-emotional subject matter. In order for work to succeed students need to practice coupling their intentions with an audience's interpretation. To facilitate this I assess student progress through individual and group critiques. This invites the student to be an active participant in their grading and holds them accountable for their work. It also allows them to set baseline standards for future endeavors and ultimately informs their professional practice. Individual conversations give students room to discuss the alternative meanings in their completed assignments. In this way I’m preparing students to ask unanswerable questions through art making with the hope that they can locate the most satisfactory medium to speak through.
In the classroom my role is to prepare students to be self motivated makers and I accomplish this by turning the studio into a working artist community. This means it is important for students to be physically present and mentally available to their peers and materials. I encourage an open discourse with exposure to varied populations in order to build a tolerant community and a safe space to explore relevant social issues.
I believe students and instructors should open themselves up to learning together because it models an inquisitive nature and a willingness to fail that is important in any art process. I maintain an active practice with the intention of making myself available to students as an artistic peer.
My art making processes inspire me to teach artistic approaches to social-emotional subject matter. In order for work to succeed students need to practice coupling their intentions with an audience's interpretation. To facilitate this I assess student progress through individual and group critiques. This invites the student to be an active participant in their grading and holds them accountable for their work. It also allows them to set baseline standards for future endeavors and ultimately informs their professional practice. Individual conversations give students room to discuss the alternative meanings in their completed assignments. In this way I’m preparing students to ask unanswerable questions through art making with the hope that they can locate the most satisfactory medium to speak through.
In the classroom my role is to prepare students to be self motivated makers and I accomplish this by turning the studio into a working artist community. This means it is important for students to be physically present and mentally available to their peers and materials. I encourage an open discourse with exposure to varied populations in order to build a tolerant community and a safe space to explore relevant social issues.
I believe students and instructors should open themselves up to learning together because it models an inquisitive nature and a willingness to fail that is important in any art process. I maintain an active practice with the intention of making myself available to students as an artistic peer.