I approach education with the belief that both teacher and student enter into a mutual contract of transformation. As a process-orientated artist and educator, I welcome shifts, challenges, and breakthroughs in both the studio and classroom. Art educators exist within a hybrid world that demands skills and content knowledge from the “art studio” to be juxtaposed with a keen understanding of a human’s need and ability to process learning. This requires one to inspect his/her own learning, vulnerabilities, and strengths to help others explore their own possibilities within growth. Infusing the psychometrics of learning with art's power in the classroom is an art form in and of itself.
In this vein, I do not only teach "art" but I teach my students how art benefits teaching, learning, and living more fully in general. I strive to do this by setting up learning experiences that are holistic, deep, collaborative, active, inclusive, and intrinsically motivating [relevant]. To achieve this, I borrow from a variety of professionals. My leadership style is informed by Jack Mezirow (transformational leadership); Peter Senge (presence); Paulo Freire (liberation). I study how people develop in their learning via neuroscience (Michael Posner); aesthetic awareness (William Perry); higher-order creativity (Graham Wallace); self-sufficiency (empowerment pedagogy); grit (Angela Duckworth). All of which I umbrella under a praxis of holism, as taught by my mentor, Dr. Peter London.
Courses T A U G H T
Taught Fully Online using Canvas LMS:
Foundations of Art Education: An examination and review of significant historical and philosophical thought in the development of contemporary K–12 art education. Also involves sequential curriculum design, assessment of student learning, sharing of art education resources, and art program advocacy. Examines and verifies professional competency prior to student teaching.
Art for Elementary School Teachers: Children’s development in visual expression and how visual art can impact teaching and learning. Teaching procedures and materials used in structuring children’s art experiences and the development of art infused curriculum content.
Arts & Humanities (now called The Visual Art Experience): Explore how the visual arts effect human life through exposure to the makers, materials, methods and meanings of art; engage with the visual art experience in a thematic manner to learn how it impacts personal, cultural and historical contexts.
World Art: A survey of aesthetic and visual concepts of various cultures.
Other courses (in-person):
Curriculum & Instruction in Art Education: A comprehensive study of the psychology of art intended for art education majors. This course surveys methods of critical, analytical, and evaluative thinking associated with creative problem solving. Visual communication principles, social issues, group dynamics, and research methods are stressed.
Capstone: Digital Portfolios for Art Educators: Create a pre-professional portfolio for future job placement and resource access.
Art History Survey One: A history of Western art from prehistoric through post-Impressionism with an emphasis on those time periods in the history of art which continue to inspire and influence contemporary art ideas and discussion including non-Western influences. Students will encounter and begin to understand artists and art works that mold the current dialogue and motivation of art making in the 21st century.
Art Criticism: An investigation of the aesthetic dimension of the visual arts is made in relation to the studio experience and the history of art, preparing the student to analyze, evaluate, and judge a work of art.
Drawing: An introductory course for development of basic drawing skills and practice in the use of various drawing materials. Observation, memory training, and composition are stressed to give the student a wide experience and solid base in the art of drawing.
BFA Exhibition: Professionals in the discipline conduct an exit review to determine preparedness of the student to compete for placement in graduate school and the professional world. Photography and studio art majors will be expected to mount a senior exhibit in addition to assembling a professional portfolio.
Inclusive Practices: provides art education majors with an overview of practices used in teaching visual art to exceptional children. The course will examine current legislative policies and ethical issues associated with teaching special needs and special abilities students through art. In addition, this course will model teaching and classroom management strategies useful for teaching art through multicultural perspectives and to special populations.
Water-Based Paint: Introduction to watercolor, gouache and acrylic painting techniques.
Art of Southeast Asia: Survey of art and culture from Thailand and Cambodia. Course culminates in travel to key art sites in three Southeast Asian countries.
Art Teaching Laboratory: Laboratory experience in teaching art to elementary, middle, and high school students. Pre-student teaching experiences under close supervision of an experienced Visual Arts teacher.
Team Taught:
Visual Thinking I: This introductory course examines the concepts and nature of visual image making while exploring ideas associated with contemporary art making. The student begins to comprehend the function of the visual elements and principles of design to communicate concepts and ideas in a nonliteral way.
Professional Practices I: Students write a letter of introduction, résumé, and artist statement and assemble a professional portfolio of work. Students acquire interview skills and information essential for professional level competitions or work in their field. Students participate in a portfolio review conducted by a team of faculty at the conclusion of the course.
Graduate Level:
Multicultural Aspects of Art Education/Art Therapy: This course considers multicultural and pluralistic issues in and related to the fields of art therapy and art education. This includes the examination of concepts and strategies related to teaching art and conducting art therapy with persons from cultural backgrounds different from one’s own, as well as increased understanding of one’s personal cultural history and the role that history plays in one’s world view. This course is required for M.Ed. and M.A.T. degrees in Art Therapy and/or Art Education.