Teaching Methodology: A framework for critical thinking and reflection on art

As an artist and educator, I work to facilitate open and collaborative spaces where students can grow through problem-based learning strategies, which holistically explore making skills from multiple disciplines as well as conceptual strategies to help young artists and designers build confidence in their abilities, develop visual vocabularies, and articulate …

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Forensic Self Portrait

An undergraduate drawing assignment, which kicks off an interdisciplinary studio course exploring visual language and meaning.

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Critique

“What? So what? Now what? So simple.
What? Really just an articulation of what you see before you.
So what? Build from what you or someone else has said in direct observation. Why are these things important? What aspects of the work draw lines of association to things outside the work (other artists, social concerns, pop culture)? What contradictions or complications arise in looking?
Now what? Where does all this take you? What might happen next? Why must X be resolved to allow Y to stand out?
Sequence matters. You have grounded your suggestions in observation.”
– Excerpts from Observations on forms and patterns of critique. Judith Leemann, 2004.