Memory, conflict and the integration into social and cultural environments are regular themes in my artwork. The constant metamorphoses of memory due to time and displacement allows for a gradual and significant transfiguration from previous methods of interaction and assimilation. This motif became evident in my work after several years spent moving throughout the United States and Europe as a military spouse. The effects it had on me became apparent in my artwork after many years and many deployments where I constantly had to adapt to new environments, new social circles, and eventually had to reintegrate into civilian life. The necessity to re-establish myself in new surroundings and the memories of a recent reality left behind created psychological dissidence.
I explore the struggle to transform identity by using technology as a means to understand and express confusion. Environments are explored and dissected aurally as a way to find order in chaos; the loss of identity is expressed through animation while a need for understanding is investigated through online dream journals; cultural and social roles are illustrated through photography, video, and challenged with interactive garments that require aural and/or physical interaction. I incorporate multiple mediums as a means to parse memories in order to adapt. The process of adaptation, mental resistance, and the search for clarity and understanding motivates and inspires my work.
My ambition is to challenge students to explore art making methods and concepts that are unfamiliar to them. I encourage experimentation with different technologies in an effort to thoroughly express content and to challenge the students’ understanding of art and creative making. The development of concepts that reflect or question cultural, social, and historical perspectives, and how technology has modified those perspectives illustrates the emergence of a creative mind. Through discussion I explore how various media has the ability to convey interesting concepts. Readings and group discussions about art theory that comment on the use of technology assist to engage the student along with class participation, exploring art making practices, and challenging assumptions through research and discovery.
The use of non-traditional methods of art making and concept development is a powerful strategy to develop problem solving and to help the students realize and understand their artistic process. I accomplish this through in class and one-on-one discussions about the use of technology from various social stratifications, perceptions of technology in different cultural and historical backgrounds, and the role of technology in art and art history. This generates intelligent concepts, encourages innovative art making practices, and challenges the student to work outside of their comfort zone allowing them to participate comfortably in a variety of mediums.
I encourage my students to engage actively with the community: local art events, openings, and lectures along with frequent submissions to national and international venues. This promotes professional development by encouraging them to network and to experience real artistic practices. Leadership skills are developed through verbal and written presentations and discussions about artistic processes and how they reflect historical, social, and cultural contexts. It is essential to understand multicultural perspectives, sensitivities, various artistic approaches, and to reach out to others in order to develop engaging and effective work. Along with peer discussions in the classroom, it is important that I remain engaged with students outside of class in order to allow for greater artistic development and support that fosters lasting and meaningful relationships.
