Private Glassblowing Lessons available
Assistant Professor of Sculpture (Full-time, Tenured)
SUNY Suffolk, Selden NY, 2000-2010
3-D Fundamentals; Sculpture I, II, & III; Drawing I; Contemporary Art; Art In Italy; Metal Casting in Scotland
Glassblowing Instructor
Various Studios including Urban Glass, 360 Glass, Davis Studios and KT Glassworks Fall 1995- the present
Beginning & Intermediate Glassblowing
Instructor of Sculpture (Full-time)
Illinois State University, Normal, IL, 1999-2000
3-D Fundamentals, Sculpture I & II, Independent Study, Graduate Advising
Teaching Philosophy
Beginning students should be introduced to the art-making process through structured activities and assignments to gain confidence with materials. From this base of skill, students develop concepts based on personal vision. It is important, though, that right from the beginning students be encouraged to flesh out ideas through discussion, writing and research. I help students to think creatively and develop a visual aesthetic language by utilizing the process, materials, and techniques that best suit his or her ideas, both conceptually and practically.
I present many assignments that encourage students to travel from concept to material, not the other way around.
At the same time, I feel it is vital to introduce historical context, theoretical issues and contemporary dialog about art. Through slide presentations, readings and discussion; students come to feel connected to the larger picture of contemporary art.
I emphasize the importance of bringing projects to some sort of resolution. Bringing an idea to a presentable state teaches resourcefulness, flexibility, and persistence; and the act of presenting work to others teaches one to articulate ideas, address questions, examine alternate outcomes, and give and take constructive criticism -- all invaluable art-making tools.
My role in the classroom is to provide an interactive environment in which students learn a wide range of skills and processes from me, but also through their own and each other’s experimentation. As a student works on a project, I encourage him or her to learn through trial and error as well as research. Often the best way to teach is to ask questions, not give answers.
I serve as a guide on the journey to knowledge and skill, not as the sole provider of information, because one of the best skills I can teach is how to find things out beyond the classroom.
STUDENT WORK GALLERY
Assistant Professor of Sculpture (Full-time, Tenured)
SUNY Suffolk, Selden NY, 2000-2010
3-D Fundamentals; Sculpture I, II, & III; Drawing I; Contemporary Art; Art In Italy; Metal Casting in Scotland
Glassblowing Instructor
Various Studios including Urban Glass, 360 Glass, Davis Studios and KT Glassworks Fall 1995- the present
Beginning & Intermediate Glassblowing
Instructor of Sculpture (Full-time)
Illinois State University, Normal, IL, 1999-2000
3-D Fundamentals, Sculpture I & II, Independent Study, Graduate Advising
Teaching Philosophy
Beginning students should be introduced to the art-making process through structured activities and assignments to gain confidence with materials. From this base of skill, students develop concepts based on personal vision. It is important, though, that right from the beginning students be encouraged to flesh out ideas through discussion, writing and research. I help students to think creatively and develop a visual aesthetic language by utilizing the process, materials, and techniques that best suit his or her ideas, both conceptually and practically.
I present many assignments that encourage students to travel from concept to material, not the other way around.
At the same time, I feel it is vital to introduce historical context, theoretical issues and contemporary dialog about art. Through slide presentations, readings and discussion; students come to feel connected to the larger picture of contemporary art.
I emphasize the importance of bringing projects to some sort of resolution. Bringing an idea to a presentable state teaches resourcefulness, flexibility, and persistence; and the act of presenting work to others teaches one to articulate ideas, address questions, examine alternate outcomes, and give and take constructive criticism -- all invaluable art-making tools.
My role in the classroom is to provide an interactive environment in which students learn a wide range of skills and processes from me, but also through their own and each other’s experimentation. As a student works on a project, I encourage him or her to learn through trial and error as well as research. Often the best way to teach is to ask questions, not give answers.
I serve as a guide on the journey to knowledge and skill, not as the sole provider of information, because one of the best skills I can teach is how to find things out beyond the classroom.
STUDENT WORK GALLERY
