Teaching and learning need to be relevant to today’s world and engage students on a level that not only connects with their current experiences and beliefs but also challenges them to critically examine those experiences and beliefs. Art-making, art history, and art theory do not exist in a vacuum; they are intimately interwoven within the cultures, societies, religions, politics, and
technologies within which art is created. Art histories, art theories, and art-making are inherently interdisciplinary, transgressing boundaries at every turn.The impetus for art-making comes from within the artist and from their experiences in their larger community, but is it is also intimately linked to a larger history and theoretical systems; art-making without regards for history/theory comes up lacking.
In this increasingly interconnected world, my focus is always on facilitating the making of connections: connections between the student-as-artist and the processes of creating; between the student-as-artist and the vocabulary of expression and theory (visual, verbal, written, ect…); between the art and the history/theories of art from which is emerges; and between the student-as-citizen and the larger world around them. Each student is on their own path, with their own interests and goals and it is my job to facilitate their process of growth not only as an artist and/or scholar, but also as a critical citizen of a much larger, global world.
Teaching in a history/theory classroom, teaching in a studio, or teaching in the interdisciplinary humanities, my focus is facilitating student engagement with difficult concepts through multiple modalities (visual, written, verbal, audio, video, performance, etc…), and to encourage student risk taking. My goal as an educator is to challenge students to critically examine the world around them and how they fit into that world. No matter the subject, discipline, or media, my goal is always to facilitate critical thought, which means I am not only teaching the content and processes, but also facilitating the development of critical thinking skills that are used to engage with and apply the content. Art making, art theory, art history, the humanities, and critical thinking must all come together to achieve success in a student’s chosen field. I believe that students need real-world experiences and opportunities as well as specific ways to relate what they are learning to their lives, their professions, and the larger community/world in which they live.
As an educator with a passion for teaching and student learning, I place a high value on my own continuous learning and development as an effective teacher as well as my own production of scholarship (visual, written, verbal, etc…) that contributes to the fields of art, contemporary art theory, and visual/media culture. To this end, I believe in always seeking out the current research, theories, and practices in higher education and critically examining how I can better reach my students. Through my own experiences I understand the power of good professional development and am dedicated to working with my colleagues in ways that we all can benefit, both in our own professional goals as educators/scholars/artists, and in the classroom with our students.
technologies within which art is created. Art histories, art theories, and art-making are inherently interdisciplinary, transgressing boundaries at every turn.The impetus for art-making comes from within the artist and from their experiences in their larger community, but is it is also intimately linked to a larger history and theoretical systems; art-making without regards for history/theory comes up lacking.
In this increasingly interconnected world, my focus is always on facilitating the making of connections: connections between the student-as-artist and the processes of creating; between the student-as-artist and the vocabulary of expression and theory (visual, verbal, written, ect…); between the art and the history/theories of art from which is emerges; and between the student-as-citizen and the larger world around them. Each student is on their own path, with their own interests and goals and it is my job to facilitate their process of growth not only as an artist and/or scholar, but also as a critical citizen of a much larger, global world.
Teaching in a history/theory classroom, teaching in a studio, or teaching in the interdisciplinary humanities, my focus is facilitating student engagement with difficult concepts through multiple modalities (visual, written, verbal, audio, video, performance, etc…), and to encourage student risk taking. My goal as an educator is to challenge students to critically examine the world around them and how they fit into that world. No matter the subject, discipline, or media, my goal is always to facilitate critical thought, which means I am not only teaching the content and processes, but also facilitating the development of critical thinking skills that are used to engage with and apply the content. Art making, art theory, art history, the humanities, and critical thinking must all come together to achieve success in a student’s chosen field. I believe that students need real-world experiences and opportunities as well as specific ways to relate what they are learning to their lives, their professions, and the larger community/world in which they live.
As an educator with a passion for teaching and student learning, I place a high value on my own continuous learning and development as an effective teacher as well as my own production of scholarship (visual, written, verbal, etc…) that contributes to the fields of art, contemporary art theory, and visual/media culture. To this end, I believe in always seeking out the current research, theories, and practices in higher education and critically examining how I can better reach my students. Through my own experiences I understand the power of good professional development and am dedicated to working with my colleagues in ways that we all can benefit, both in our own professional goals as educators/scholars/artists, and in the classroom with our students.