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.