Approach
Around 30,000 years ago, in Aurignacian, at the beginning of the Upper Paleolithic, someone or some group in the Eyzies region invented drawing, the representation in two dimensions on the flat of a stone of what appeared in the environment in three dimensions.
Brigitte and Giles Delluc
I believe in the innate ability of all people to in some way create art. Opposable thumbs and a creative consciousness endow our species with the universal capability of making a mark on a page to which meaning can be assigned. Most young children, when given crayons and a page, will draw with abandon. Somewhere along the ascent of personal development many people misplace this skill. It may be due to lack of interest, lack of encouragement, and exposure or even due to one’s own self-critical belief in a lack of skill. What is clear to me, as an educator and as an artist, is that it is my responsibility to encourage the revitalization of some aspect of the creative spirit in each student who places their artistic education in my hands.
The study of art demands awareness. Critical thinking and problem solving, the philosophy and mechanics of perception, as well as cultural and identity awareness are aggregate of a solid arts education for all students. My personal objective is to activate the student’s creative self, build their aesthetic vocabulary and ability, as well as instilling an appreciation for the importance of the arts. I stress the development of concentrated visual observation, the understanding of materials, refinement of ideation and the building of a regulated and strenuous studio practice. That being said, I endeavor to create a classroom environment that is positive, fun, and comfortable in order to better build a sense of community.
Click the links below to view selected examples of student work:
PAINTING
DRAWING
2D DESIGN
3D DESIGN
Around 30,000 years ago, in Aurignacian, at the beginning of the Upper Paleolithic, someone or some group in the Eyzies region invented drawing, the representation in two dimensions on the flat of a stone of what appeared in the environment in three dimensions.
Brigitte and Giles Delluc
I believe in the innate ability of all people to in some way create art. Opposable thumbs and a creative consciousness endow our species with the universal capability of making a mark on a page to which meaning can be assigned. Most young children, when given crayons and a page, will draw with abandon. Somewhere along the ascent of personal development many people misplace this skill. It may be due to lack of interest, lack of encouragement, and exposure or even due to one’s own self-critical belief in a lack of skill. What is clear to me, as an educator and as an artist, is that it is my responsibility to encourage the revitalization of some aspect of the creative spirit in each student who places their artistic education in my hands.
The study of art demands awareness. Critical thinking and problem solving, the philosophy and mechanics of perception, as well as cultural and identity awareness are aggregate of a solid arts education for all students. My personal objective is to activate the student’s creative self, build their aesthetic vocabulary and ability, as well as instilling an appreciation for the importance of the arts. I stress the development of concentrated visual observation, the understanding of materials, refinement of ideation and the building of a regulated and strenuous studio practice. That being said, I endeavor to create a classroom environment that is positive, fun, and comfortable in order to better build a sense of community.
Click the links below to view selected examples of student work:
PAINTING
DRAWING
2D DESIGN
3D DESIGN
