Picture Credit: BA FINAL Art Project, Julien Rondez, Basel School of Design FHNW HGK, 2019.
Picture Credit: Participatory Art, Interior Architecture, Rhode Island School of Design, 2017.
I believe in learning and growing through encounters with strategies of contemporary art, practice, and participation.
My work has afforded me experience in teaching and training art educators, artists, art historians, and designers in a variety of languages and cultural backgrounds. I am practiced in the application of a variety of different educational formats to diverse bodies of students, BA to PHD level. I have ample experience in planning and carrying out teaching in the form of seminars, workshops, studio, and field trips. And I have competence in all necessary technical media and formats, including audio, film, and (digital) publishing. My experience in Europe and the US has provided me with a deep knowledge for developing contemporary curricula, funded research projects, and progressive outreach programs.
As a teacher, I seek to professionalize the theoretical knowledge of my students as well as their communicative and practical skills. I seek to support them all, by facilitating common ground, and providing individual guidance that benefits each of the students the most. Art education is not a one- man-show. I believe in non-hierarchical collaborative work, and enjoy creating environments which provide support and growth for students and educators alike.
In the particular field of art and design education, development might not be a straight forward path. Art happens as “rupture d’évidence” (Foucault), a break in the evidence, a break in the obvious. Taking the personal paths of each student very seriously, while at the same time fostering an atmosphere of collaborative growth, is my pedagogical intention.
While maintaining coherence and unity in understanding, the goal is to cultivate maximum diversity. Diversity is often also a question of income. I strongly support initiatives to expand educational access and opportunities for lower income students.
Diversity is intrinsic to the pedagogy of art: The arts celebrate multiple perspectives (Eisner). I therefore seek to open the students’ minds by introducing them to unusual forms of perception, participatory art making, and to present artistic and design practices from diverse standpoints. The spirit of experimentation, exploration, and boundary-pushing is at the root of the innovative thinking of an artist or a designer. Teaching art means curiosity, critical thinking, seeking questions, developing ideas, and play.
Further Teaching Experience