Experience Summary
WORK EXPERIENCE
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YUCANDU ART STUDIO, St. Louis, MO August 2014 - Present
Art Workshop Instructor
• Develop artist studies and lessons that touch on a variety of techniques and processes
• Lead critiques and set up for exhibitions of student work
UNCOMMON SCHOOLS CHARTER NETWORK, New York, NY August 2011 – August 2013
Teacher
• Developed curriculum and created lesson and unit plans for the 4th grade team that align with Common Core
• Frequently crossed disciplines and collaborated with colleagues in other subject areas
• Established a comfortable learning climate while effectively managing classroom
procedures and student behavior; maintained effective relationships with parents
SAVANNAH COLLEGE OF ART AND DESIGN, Atlanta, GA August 2009- June 2010
Advanced Sculpture Teaching Assistant
• Led critiques in small and large group settings
• Developed 3-D Sculpture assignments for advanced undergraduate students
• Assisted students in the use of equipment while working with materials including wood, metal, and new media
RICHARD MILLER ELEMENTARY SCHOOL, Phoenix, AZ December 2007 – June 2008
Art Teacher
• Developed clear, appropriate lesson and unit plans
• Established a comfortable learning climate while effectively managing classroom
procedures and student behavior; maintained effective relationships with parents
• Arranged for exhibitions of student work in and out of school
AWARDS
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BELTLINE ARTISTS COMMISSION, Atlanta, GA August 2012
Atlanta Office of Cultural Affairs
PUBLIC ART COMMISSION, Tempe, AZ December 2008
Arizona State University
COMMUNITY
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BURNAWAY MAGAZINE, Atlanta, GA February 2009 - January 2011
Contributing Writer
• Wrote feature stories on local personalities and events in the arts
• Interviewed local and national artists for stories and profile
• Previewed and reviewed exhibitions and special city-wide projects of local and national
significance
HOPE FOR UGANDA, Kampala, UG Summer 2010
Teacher
• Created curriculum for children in Kampala and surrounding villages
• Coordinated with translators and volunteers to effectively teach large groups of children
CASA DE PAZ HOUSING, Phoenix, AZ May 2007 – September 2008
Community Education Coordinator
• Initiated and managed an after school and summer program for children grades k-9
SELECTED EXHIBITIONS
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2011
Self, Contained., B Complex, Atlanta, GA
Le Flash, Castleberry Hill Art Walk, Atlanta, GA
2010
Salon De Refuses- Sights Unseen, Baltimore, MD
Open Studio, Savannah College of Art and Design, Atlanta, GA
Race, Religion, and Other Natural Disasters, Archetype Gallery, Atlanta, GA
Split Level, Underground Gallery, Atlanta, GA
A Series of Controlled Environments, Atlantic Station, Atlanta, GA
Play, Spruill Arts Center, Dunwoody, GA
Teaching Style
As an artist, I recognize the importance of developing my own aesthetic language. As an educator, I am committed to clearly communicating and imparting these values. Both practices have continually motivated me to expand my knowledge of art techniques and processes as well as the dialogue of contemporary art.
A good teacher must expose students to art history, engage them in contemporary art, and allow them to make meaningful connections to their own lives and art practices. Teaching constantly requires me to digest and reference outside influences and disciplines to support student’s diverse needs. Encouraging students to learn from each other and collaborate is an important part of my teaching method. Through this process, students are exposed to diverse perspectives constantly. This also creates an environment that is receptive to formal and informal critique.
An investigation of materials and ideas is not a linear process. Critiquing the outcome should never be a harsh judgment or comparison but a search into the values of an artist. Attempting to discern the reason for the formal decisions of a student should take teachers and students outside of their own aesthetic taste. A critique should leave students with confidence in their ideas, a new perspective on self imposed limitations, and a deep desire to expand their visual vocabulary.
While it is crucial to yield response by leaving room for inquiry, it is also important to provide a structured classroom environment. Establishing a framework for the class will give students a bar of measurement when setting their own personal goals. Well-defined objectives provide a comfortable environment to assure students that they are capable of meeting the expectations of the class. Clearly outlined, articulated goals for each project serve as guidance to help each student navigate their way through the challenging process of making.
Students’ ability to stretch beyond their limits constantly inspires me to challenge myself as an artist and educator. Continually engaging in discussions about the place of art and repeatedly articulating why it remains significant in contemporary life is the reason that I teach.
My Hobbies
I love hanging out with my son and husband, eating at new restaurants, going to the lake to paddle board, and seeing live music/ local art exhibitions.