center forteaching & learning

Faculty Teaching & Learning Series

"The Whole Professor: Overcoming Obstacles & Cultivating Curiosity"

Thursday, June 23

9:30 - 10:30

Collaboration in Contemporary Studio Practice

Garrick Dorsett & Zack Rudy

A passion for improvisation, humor, and storytelling has given the Huckle Buckle Boys, the collaborative team of Garrick Dorsett and Zack Rudy, a unique perspective as contemporary makers of art. They trust the subconscious to navigate the infinite availability of expression. This practice gives permission to become immersed in their own rules of process. By creating without expectation, they are able to forgo the constraints of individual mediums and focus solely on the moment. The process yields a unique and unexpected outcome to each project. This studio practice makes for incredibly varied outcomes, explorations across all mediums, and unpredictable acts of making that fulfill the need to create without constraints. Their talk encourages artistic collaboration and has ideas included for how to integrate collaborative work into your studio practice.

10:45 - 11:45

Creating an Artwork Inventory Database Using Airtable

Douglas Witmer

In this workshop you will learn how to create a robust cataloging system for your artwork using the free database platform Airtable. You will learn how an easy-to-maintain inventory system is an incredibly useful tool in the documentation process of being an artist. You will also see how Airtable can be used to create custom online image galleries for presenting your work.

12:45 - 1:45

Residencies for Artists & Writers

Erin Dorney

Residencies provide dedicated time and space for artists and writers to produce creative work. But how do you find these opportunities? How do you apply? What can you expect once you are there? This session will help answer these questions and provide students with tools and strategies for applying to artist residencies.

2:00 - 3:30

Art as Self-Care

Salina Almanzar-Oree, Michael Hoober, & Natalie Lascek

Educators and staff have been frontline leaders during the pandemic, working diligently and urgently to maintain learning, create communities, and help students and themselves navigate the impacts. This workshop will guide participants through the definition and recognition of secondary trauma, resources for continued learning, and art-based strategies for self care and emotional regulation. 

Please complete this questionnaire before attending this workshop. 

What you will need to have on the day of the session:

  • Please print the two PDF documents provided
  • A few blank pieces of paper for notetaking
  • A pencil or pen
  • Any colored writing devices like (crayon, pens, highlighters, colored pencils, etc.), these will be used as part of the creative art making components

We also have some optional pre-work that we encourage you to view. 

Seed Project Video, Trauma Informed Practices for Facilitators. If this video is too long, feel free to hop around. 

The Seed Project Zine has a helpful summary that compliments the video above.

Friday, June 24

9:30 - 10:30

Value-Driven Content in the Classroom

Holly Mosher & Justin Phillips

This workshop will provide faculty with the resources to add value to the content of their classrooms.   Concepts and experiential learning techniques will be applied in both virtual and studio environments.  Standards and objectives will be taught to enhance student learning and engagement.

Once you complete this workshop you will be able to do the following:

  1. Recognize the foundational concepts of adding value to the classroom experience.
  2. Identify learning objectives that give quality content in the classroom.
  3. Understand how to measure and assess the content in your classroom.
  4. Apply the concepts of engagement and active learning to your classroom both online and in person.
  5. Utilize ways to give student support and learning standards with accessibility and opportunity.

*This content available internally within the PCA&D Community. Contact learningcommons@pcad.edu for access.

10:45 - 11:45

Teaching Inside the Space of Making

Alicia Link & Adam Lovitz

This session is for educators, artists, and anyone who is interested in the relationship between teaching and making. Traditional pedagogies often take the form of an expert and those learning from that expert, but what happens when that model and hierarchy is disrupted? What happens when we nurture creativity in a space of vulnerability, placing focus on process and exploration, rather than masterful outcome. Lovitz and Link will discuss the possibilities that arise when those boundaries are blurred. They will discuss their own studio practices and specific projects that were informed by the classroom and vice versa. 

12:45 - 1:45

Studio Reset: Strategies for Making Art When Life Gets in the Way

Heidi Leitzke

This session is for artists, designers, and creative people who are committed to making art while maintaining a life and career in teaching or related fields. Leitzke will provide insight into some of the obstacles she has faced and overcome. Participants will discuss the unique challenges they face and brainstorm creative approaches to overcoming creative block. We will celebrate the resiliency of artists and focus on positive strategies for success in the studio.

 2:00 - 3:00

Building Rubrics and Scaffolding Into the Studio Classroom

Bill Mammerella & Robert Young

Rubrics can help to establish clear expectations and consistent language and grading practices, as well as contribute to fair grading practices and evidence of assessment.  Scaffolding is a strategy for introducing students to skills, concepts, and learning experiences that are designed to add on new content as the semester proceeds while requiring students to rely on and practice what they have learned as they progress. Both rubrics and scaffolding can help to reinforce for students what they have learned and why it matters.  In this session, listen and discuss with two studio faculty ways in which rubrics and scaffolding can be implemented into the studio classroom.