JOURNEY
Artist Statement
Everything has a story to tell. Each creature, object, and space. I am a storyteller using all mediums to help share those narratives. Creating in the visual and performing arts from a young age my journey was and is one of collaboration and curiosity. I can't create a mountain or a guinea pig, but I can do my best to help tell their tales.
I must listen carefully and empathetically. I must inquire and research diligently. I must experiment with new tools and techniques and take risks to continue growing and learning. I must get my hands dirty. I must partner with the subject, fellow artists, and the wider audience to make not just the product, but more importantly, the process worthwhile. I must analyze and utilize prescriptive criticism. I must assess the success of each of these steps with the community to improve and approach the next story confidently and positively.
I can't tell every story, but I can encourage and inspire others through my own creativity to give voice to their own. If I help to make that possible, then I call myself an artist.
Teaching Philosophy
My mission as an educator begins with honesty and inspiration. From the syllabus and first moment in class to final grades and into future careers, I strive to clearly communicate our shared and individual goals. We then collaboratively push and support each other to achieve and even surpass those objectives. This establishes a safe environment to continually challenges students to grow and discover their own artistic voice. To accomplish this, I follow a few central tenets.
I utilize what I call toolbox pedagogy. Students arrive to class with a toolbox of unique skills; intellectual, metaphorical, physical, and practical. I need to assess each toolbox along with the students to select the most useful projects to help add to it. I apply established demonstrations and examples of each technique and concept we approach. I assign projects starting with clear step by step accessible learning objectives to instill confidence and provided safety in their processes. I then encourage experimentation with more open-ended assignments to expand the repertoire of those new tools. I also challenge student to share and critique their ideas and investigations with one another as teaching others is the truest way to test your own learning.
In and outside the studio I express respect for the natural world to my students. That may seem odd given the artificiality of the arts, but it's about sustainability. We utilize a lot of materials in design and production, so I set an example by teaching how to use those supplies safely and efficiently. That can be building with stock scenery and recycled materials, following proper disposal procedures, and even being energy efficient in our selection and use of tools and AV equipment. In design specifically, I teach minimalism. That is creating only what is absolutely needed to tell the story, carefully balancing aesthetics with practicality. The greater goal is instilling in students not only respect for the natural world but for themselves and one another.
In advising, I'm a realist. I recognize many students may not go on to pursue a professional career in the arts. What I endeavor to show from first year to senior capstone is that there are many more avenues to use the skills gained in their degrees. All careers require empathy, strong communication, problem solving, and collaboration. I often advise student outside my department as a part of first year seminar and the same applies there. I encourage students to master the skills needed for their discipline, but to not forget those interdisciplinary tools gained from a liberal arts education. No matter the career path, the goal is applying their talents to improve the world around them.
Students (not to mention teachers and artists in general) are a quirky bunch. I'm sure every generation of educators could share their own version that statement. Despite the new challenges they bring, students provide an even greater range of opportunities. For me the single most important element of working with students is discovering their unique calling. If they can clearly see they are appreciated and connected; that they have a purpose; that they possess a vital story to share, then hopefully they see and encourage that in others. It is both the hardest and simplest task for a teacher.
