Workshops and Lectures
- University of Florida, Gainesville, FL, 2006
- Florida Atlantic University, Boca Raton, FL, 2006
- Penland School of Crafts, Penland, NC, 2005
- Pyramid Atlantic Art Center, Ceramics and the Altered Book, Silver Springs, MD, 2005
- University of Texas at San Antonio, San Antonio, TX, 2005
- California State University-L A, Los Angeles, CA, Ceramics, 2002
- Andrews University, Berrien Springs, MI, Ceramics, 2002
- University of Arkansas, Fayetteville, AK, Ceramics, 2002
- Sonoma State University, Rehnert Park, CA, Ceramics, 2001
- Chico State University of California, Chico, CA, Ceramics, 2001
- Hope College, Holland, MI, Ceramics, 1999
- Alma College, Alma, MI, Ceramics, 1999
- University of Louisville, Louisville, KY, Ceramics, 1999
- Nickelson State University, Lake Charles, LA, Ceramics, 1998
- San Francisco City College, San Francisco, CA, Ceramics, 1997
- Holyoke Community College, Holyoke, MA, Ceramics, 1997
- Valencia Community College, Orlando, FL, Paper & Book Arts, 1997
- Duke University, Durham, NC, 1995
- Albion College, Albion, MI, Ceramics, 1995
- College of William and Mary, Williamsburg, VA, Ceramics, 1995
- City Gallery of Contemporary Art, Raleigh, NC, Book Arts, 1994
- North Carolina School of Math and Science, Durham, NC, Paper & Book Arts, 1994
- Hand Workshop, Richmond, VA, Ceramics, Papermaking, 1993
- Lill Street, Chicago, IL, Book Arts, 1992
- Virginia Intermont College, Bristol VA, Book Arts, 1992
- Evanston Arts Center, Evanston, IL, Papermaking, 1991
- Gallery 37, City of Chicago, IL, Papermaking & Book Arts, 1991
- Artist Book Works, Chicago, IL, Papermaking, 1991
- Sea Island School of the Arts, Beaufort, SC, Installation Art, 1989
- Georgia Council for the Arts, Augusta, GA, Ceramics, 1989
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Ideas on Teaching Art
Teaching is one of my passions. It stimulates my own creative impulse
and helps me to grow as both an artist and educator. After teaching
art for the last 15 years, I still feel lucky to have work that is
satisfying and challenging.
Each group of students brings a different set of possibilities and
challenges. Wherever I have taught, the dynamics of ability, openness
to creativity, and the level of self-discipline has been different.
I ask students as a group to learn a common pool of information, but
I go to each student and raise the bar to a different place based
on how engaged they are to the material.
This extra attention to their individual needs lets them know, that
I am aware of their epiphanies and struggles based on their assignment
or individual research. Although I offer room for exceptional students
to soar, the common priority is to give all students critical thinking
skills, technical knowledge and a strong visual design base, with
clear and persistent expectations.
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