"Our heads are round so that our thinking can change direction." - Ed Ruscha
To give the student a variety of situations and mediums with which to create their artwork; to develop an environment of problem finding as well as problem solving through the learned skill of inquiry; to introduce then reinforce the discipline of art with range in depth and skills; to manifest an understanding of the history of art, theory, analysis, through verbal, written and visual literacy;this is the charge of the artist/art educator. With a multi-disciplined approach as artist/art educator I fulfill this charge. My art students are engaged in making art, looking at art, writing about and discussing art. This gives a clear understanding of themselves working within a tradition with a vision of art as diverse as their own. The contextualization of their art practice allows the art students opportunity to investigate their own theories and philosophies on the function of art. The formal and informal instruction( through reading about art/artists, visiting artists , feildtrips) of aesthetics and art history allows the students a means of contextualization. The practice of creating artworks is the tap root for all other activities in the classroom. The making of art both conceptually and technically is paramount. The students are given assignments, exercises, and visual problems to facilitate the development of their visual vocabulary to the extent, which it is fluidly and confidently articulated. It is my continued goal for the art students in my classes to gain a vast knowledge of art history,theory, criticism, and most importantly their own practice . The student within my studio classroom environment develops a viscous second language of authentic visual communication.
