Mike Whiting

buck and doe

runner

lucky rabbit head, little green man

kickflip sequence

butterfly

B2

bear

duck

squirrels

bird (blue), birdie (orange)

sugarhouse

Rhino

 Pinky and Mr Green

 nosegrab

bluebird, mushrooms

 puppies

Primitive Man

pyramid of the rabbit

pyramid of the chicken

sunset, green flash

robot meadow

handplant

pigeon

In my visual experience Pac-man came before Donald Judd, Carl Andre or even Mondrian. For me Broadway Boogie Woogie will always be an homage to Pac-man. My current work explores the visual connection between minimalism and early video games.

Video gaming and minimalism arrived at the same visual conclusion through different means and by opposite intentions. Early video gaming, or pixel based imaging, did not intend to be simple or minimal. It intended to communicate as much visual information as possible. The images are minimal for lack of technology. Minimalism on the other hand, created objects that were minimal by design. These two separate movements had quite opposite intentions with very similar visual results.

My current work explores this connection between early pixel based video game images and minimalism. I limit my image making to the same constraints that governed early pixel based technologies. I use a minimal number of squares to create an image. The images are formed into shaped steel canvases. The works I create are constructed using materials and techniques traditionally used to build minimalist sculpture. Unlike the minimalist art object my objects are image based and lack a perfect finish. The paint is distressed to give a visual clue that these are not just minimal objects. The worn appearance acknowledges the history of ideas and movements that preceded these objects. It also distinguishes them from those same ideas and movements. The result is a pixel based abstraction.

sculpture/ 3D design

Repetition/Representation project- wood, pencils -3D design

The same thing represented different ways- hair, photographs-3D design

Art Game Project- based on John Baldessari's Art assignment #2- 3D design

Self Portrait Project- yarn, knitting needles, packing tape -3D design

Self Portrait Project- cast wax flowers, steel -3D design

between lines and planes- paper construction -3D design

Convex/ Concave Plaster project -3D design

Expansion- ironed garbage bags, blower -3D design

Scale Shift- chair -3D design

scale shift- shoes -3D design

chewed bubble gum, armature -Advanced sculpture

found doors, wood -Advanced sculpture

steel, string, line welding project - 3D design

steel, string, line welding project - 3D design

steel, fabric, line welding project - 3D design

steel, line welding project - 3D design

Lines as Planes- Metal Construction -Beginning Sculpture

cardboard, paint, plane project - 3D design

Cardboard Planar Constructions -Beginning Sculpture

My goal as an instructor is to prepare my students to become self-directed, practicing artists. I believe work, persistence, and a willingness to push ones boundaries are key to breakthroughs in a young artist’s development. My role as a teacher is that of a guide and reference. I work to create a stimulating environment that fosters work and creativity, while developing student’s skills in art making, critical thinking, and problem solving. Through thought provoking assignments I try to breakdown student’s preconceptions about art and open them up to greater possibilities.

As an instructor I make sure students receive instruction and individual attention. I teach students to think about their art critically, giving them the proper tools to analyze their own work. Students gain clarity about their ideas and methods through peer discussions and critiques. They begin to see where they fit in the current art world and art history. I teach students to generate ideas by looking to themselves, their work, to their experiences as well as history. I introduce students to artists’ work relevant to the students work and ideas. As students make these connections between their work and the world around them they find their direction. With this clarity they can focus their energy on exploring and pushing the boundaries of these connections.

In preparation to be practicing artists I teach students organizational skills for time and ideas. Students organize their thoughts and ideas by keeping a journal/sketchbook or blog and keeping a log of studio time. I teach students to be a resource for each other, how to network and work as collaborators.  Every individual is unique. We all bring diverse viewpoints to the learning/teaching environment. Each student can contribute to a dynamic class experience.

Work is the key to an artist’s development. Time spent in the studio fosters independent thinking and innovation. I strive to develop student’s technical skills and understanding of materials. In my studio practice I have developed skills in 3D modeling as it applies to the fabrication of sculpture. I use 3D modeling, computer controlled cutting, all aspects of metal and wood fabrication, and automotive painting. I am constantly developing and adapting many skills to my artistic practice. I teach basic processes, as well as new methods, and theory to give students the background necessary to create art. In addition to these building block skills I encourage students to push the boundaries of these materials and processes and to find and develop new resources that are best suited to their studio practice.