Use expressive color to create a symbolic self-portrait.
Objectives:
Objectives:
Color mixing
Expressive use of color
Color placement and compositional balance
Expressive use of color
Color placement and compositional balance
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Labels
- 2-D Design (4)
- Accumulation (1)
- Advanced Art Problems (1)
- Body + Process (4)
- Body/Object Ritual (2)
- Collaboration (3)
- color (3)
- Documentation of Existence (1)
- Drawing I (1)
- Drawing II (6)
- Drawing III (4)
- Ellipse (1)
- figure (1)
- Final Series (2)
- Ink + Stick (1)
- installation (1)
- Interior (1)
- Map (1)
- Movement (1)
- Pattern (1)
- Performance (4)
- Performing Gender (3)
- Pocket Drawing (1)
- Primary Color (1)
- Self-portrait (2)
- Still-life (2)
- Toy (1)
- Translation (1)
Teaching Philosophy
I am for an art which breathes, which shows the beauty of the hand and heart of the artist. As a teacher, it is my priority to help my students develop their own creative voices and art practices. This requires a foundation of technical proficiency, the refinement of a visual language, and the development of critical abilities. I encourage my students to explore process and content and to openly experiment with materials and methods in the development of a body of work. I aim to instill a sense of personal responsibility in my students in both the creation of art and in the pursuit of learning. I want my students to think, make and grow in relation to the world around them and to realize that an artist’s education is a life-long process.
Art making can be exhilarating, perplexing, exhausting, and potentially transformative. It is a complex and fragile process, which is always in a state of flux. For this reason, it is important that I support my students as I challenge them to take risks and push beyond their comfort zones. As a teacher, I must look, listen and engage my critical instincts in order to respond to the individual student and his or her respective work. Some students require more discipline, while others may need new stimuli or conceptual clarity; I approach each student as an individual with distinct needs.
Teaching is a collaborative process, and I foster a learning environment built upon mutual respect and trust. Students should be comfortable engaging in honest dialogues as they challenge ideas and develop their own aesthetic and critical voices. I hope to provoke spontaneous and meaningful conversations that flow between theory and practice, content and form, and personal and political perspectives. The open sharing of ideas is vital to the development of a healthy classroom community and will provide the young artist with a stable support system where they can mature and thrive.
Like my art practice, my teaching is predicated upon an interdisciplinary approach infused with historical, psychological, theoretical, and aesthetic perspectives. I am always growing and changing in response to my own creative research and my experiences as a teacher. I openly share my struggles and successes with my students as a testament to our mutual condition; we are all artists on a precarious journey through the world. I cannot define a path for my students, but I am forever beside them offering my support and insight.
Art making can be exhilarating, perplexing, exhausting, and potentially transformative. It is a complex and fragile process, which is always in a state of flux. For this reason, it is important that I support my students as I challenge them to take risks and push beyond their comfort zones. As a teacher, I must look, listen and engage my critical instincts in order to respond to the individual student and his or her respective work. Some students require more discipline, while others may need new stimuli or conceptual clarity; I approach each student as an individual with distinct needs.
Teaching is a collaborative process, and I foster a learning environment built upon mutual respect and trust. Students should be comfortable engaging in honest dialogues as they challenge ideas and develop their own aesthetic and critical voices. I hope to provoke spontaneous and meaningful conversations that flow between theory and practice, content and form, and personal and political perspectives. The open sharing of ideas is vital to the development of a healthy classroom community and will provide the young artist with a stable support system where they can mature and thrive.
Like my art practice, my teaching is predicated upon an interdisciplinary approach infused with historical, psychological, theoretical, and aesthetic perspectives. I am always growing and changing in response to my own creative research and my experiences as a teacher. I openly share my struggles and successes with my students as a testament to our mutual condition; we are all artists on a precarious journey through the world. I cannot define a path for my students, but I am forever beside them offering my support and insight.
Teaching Experience
2-D Design
Advanced Art Problems
Body + Process
Contemporary Art in Process
Drawing I
Drawing II
Drawing III
Experimental Directions
Ideas in the Arts
New Directions in Painting
Painting for Non-Art Majors
Performing Gender
Traditions in American Painting
Advanced Art Problems
Body + Process
Contemporary Art in Process
Drawing I
Drawing II
Drawing III
Experimental Directions
Ideas in the Arts
New Directions in Painting
Painting for Non-Art Majors
Performing Gender
Traditions in American Painting
