LEARNING
Since 2002 I've been involved in visual arts teaching as a teaching assistant, instructor, adjunct professor, and manager of studio programs. I've worked with graduate, undergraduate, and high school students. I have learned alongside my students and grown with every program.
I look at the courses I have taught as pieces of art. I approach teaching art as I practice it, looking at courses as opportunities to lead conversations and practice towards findings and ultimately learning. With the help of desktop publishing and the internet, I also aim for individuals and the group to contribute to a larger conversation outside of the classroom. I strive for students to finish courses with finished works and meaningful connections to the subject(s) explored.
My teaching stems most from newer techniques and working with alternative media (the areas I work on in my own practice). I began teaching media design and image editing around the time of Apple and Adobe desktop publishing revolution of the late 90s. Next I taught digital video production as I worked more in newer video equipment and software such as Final Cut Pro. Finally, as newer cameras have become available I've transitioned to teaching digital photography. The last course that I taught used an iPhone to make art, mostly because that is the newest tool that is available to contemporary artists. I've ridden waves of tech advancements and greatly enjoy being part of those discussions, all while relating any new media back to previous movements and histories.
Between Graduate Projects at SAIC, Photo Projects and iPhone Art at CAD, and the Marwen Lab Program, I've spent much time advising students on their own individual projects. I very much enjoy process-oriented study, so advising has always felt natural to me. I often tell students that I can't guarantee to improve technical aspects of their work, but I will always be able to help them with their process. Because of this universal approach that spans across disciplines, I've worked with students in painting, drawing, animation, video, photo, and graphic design.
History is important but we must build on it. I aim to contextualize courses early with the goal of building on the past. I tend to introduce history and projects as soon as possible so that students can ground their focus and begin to envision their place within a larger art conversation.
Ultimately I believe students are the richest textbooks so I aim for them to act as resources in the classroom. The world has never been so connected, which allows educators to use students and their experiences as first-hand learning tools. Students can be agents of information as they share life experiences and knowledge with the help of contemporary tech tools such as cameras, portable computers, and the internet. For this reason I enjoy focusing on students and their art inside of my courses, highlighting what is being done as opposed to what has been done.
“Real education should consist of drawing the goodness and the best out of our own students. What better books can there be than the book of humanity?” -Cesar Chavez
I look at the courses I have taught as pieces of art. I approach teaching art as I practice it, looking at courses as opportunities to lead conversations and practice towards findings and ultimately learning. With the help of desktop publishing and the internet, I also aim for individuals and the group to contribute to a larger conversation outside of the classroom. I strive for students to finish courses with finished works and meaningful connections to the subject(s) explored.
My teaching stems most from newer techniques and working with alternative media (the areas I work on in my own practice). I began teaching media design and image editing around the time of Apple and Adobe desktop publishing revolution of the late 90s. Next I taught digital video production as I worked more in newer video equipment and software such as Final Cut Pro. Finally, as newer cameras have become available I've transitioned to teaching digital photography. The last course that I taught used an iPhone to make art, mostly because that is the newest tool that is available to contemporary artists. I've ridden waves of tech advancements and greatly enjoy being part of those discussions, all while relating any new media back to previous movements and histories.
Between Graduate Projects at SAIC, Photo Projects and iPhone Art at CAD, and the Marwen Lab Program, I've spent much time advising students on their own individual projects. I very much enjoy process-oriented study, so advising has always felt natural to me. I often tell students that I can't guarantee to improve technical aspects of their work, but I will always be able to help them with their process. Because of this universal approach that spans across disciplines, I've worked with students in painting, drawing, animation, video, photo, and graphic design.
History is important but we must build on it. I aim to contextualize courses early with the goal of building on the past. I tend to introduce history and projects as soon as possible so that students can ground their focus and begin to envision their place within a larger art conversation.
Ultimately I believe students are the richest textbooks so I aim for them to act as resources in the classroom. The world has never been so connected, which allows educators to use students and their experiences as first-hand learning tools. Students can be agents of information as they share life experiences and knowledge with the help of contemporary tech tools such as cameras, portable computers, and the internet. For this reason I enjoy focusing on students and their art inside of my courses, highlighting what is being done as opposed to what has been done.
“Real education should consist of drawing the goodness and the best out of our own students. What better books can there be than the book of humanity?” -Cesar Chavez
