Contemporary artist and activist Ai weiwei once said “After Duchamp, I realized that being an artist is more about a lifestyle and attitude than producing some product.”
I teach art to help students:
1. understand and participate in the cultural conversations generated by art, design, and visual culture;
2. find connections between different disciplines and subjects;
3. gain a better understanding of their "feelings";
4. grow as creative individuals, critical thinkers, and supportive community members;
5. live their life artistically.
I teach art to help students:
1. understand and participate in the cultural conversations generated by art, design, and visual culture;
2. find connections between different disciplines and subjects;
3. gain a better understanding of their "feelings";
4. grow as creative individuals, critical thinkers, and supportive community members;
5. live their life artistically.
As an interdisciplinary artist and educator, I combine my creative artistic vision with teaching to enhance students’ professional skills and encourage students to be creative. I teach students contemporary time-based art through multiple media, such as photography, video, and performance. Learning how to operate technology helps students improve their problem-solving skills. Seeing through the lens allows students more ware of their surroundings and look at things from a different perspective. Incorporating performance in groups promotes students break through the limits of their bodies, and enhance collaborative skills.
I aim to foster critical thinking abilities through providing contextual information of artwork to my students; facilitating group critiques; and encouraging individual reflections. It is important to teach students to gather a thorough provenance and context of the artwork under consideration. One that includes not only questions of origin and ownership, but also engages aspects of cultural history. In addition, I utilize instructional formats ranging from “show and tell” to “writing or sketching” to “personal or group critique” depending on the age of my students and time of the class period.
It is important to create an environment in which young people feel free to dream and to create different things, to take risks, to celebrate successes, and to make mistakes. I work with the diverse characteristics and abilities of each student, and use appropriate approaches to help students develop personal and artistic routines based on the context of their age, social, economic, cultural, and linguistic experiences. I embrace the frustration and vulnerability that sometimes occurs in art classrooms, and believe that the negative emotions can be positive opportunities to improve students’ critical thinking. I provide students time to comprehend the problem, devise ways to change the artwork, and thus gain a better understanding of what steps to take next.
I aim to foster critical thinking abilities through providing contextual information of artwork to my students; facilitating group critiques; and encouraging individual reflections. It is important to teach students to gather a thorough provenance and context of the artwork under consideration. One that includes not only questions of origin and ownership, but also engages aspects of cultural history. In addition, I utilize instructional formats ranging from “show and tell” to “writing or sketching” to “personal or group critique” depending on the age of my students and time of the class period.
It is important to create an environment in which young people feel free to dream and to create different things, to take risks, to celebrate successes, and to make mistakes. I work with the diverse characteristics and abilities of each student, and use appropriate approaches to help students develop personal and artistic routines based on the context of their age, social, economic, cultural, and linguistic experiences. I embrace the frustration and vulnerability that sometimes occurs in art classrooms, and believe that the negative emotions can be positive opportunities to improve students’ critical thinking. I provide students time to comprehend the problem, devise ways to change the artwork, and thus gain a better understanding of what steps to take next.
