State University of New York College at Oswego (Psychology)
Binhamton University (Graduate Coursework)
Hello! It's wonderful to see that you are students who won't give up when a subject proves to be difficult. I'm interested in more than tutoring you in your class work. I'd like to teach you how to learn. Everyone has a different way of thinking, grasping new concepts, and communicating. I understand how to assess your learning style so that we can customize your learning experience and find new ways to use your capabilities.
My first degree was a B.A. in Art with a concentration in painting, but I have since worked in a number of media, including ceramics, sculpture, and stained glass, including painting on stained glass. I later earned a B.S. in Psychology, graduating Summa cum Laude. Numerous independent studies and teaching internships provided ample experience in teaching both children and adults.
While at first glance art and psychology may seem to be unrelated, I have found that my studies in psychology enriched my development as an artist. Artistic expression is the silent language of the mind and a powerful outlet for emotions; even those which we aren't fully aware that we feel. It is fascinating to discover what our art shows us about our inner emotional life, and even hidden aspects of our personality.
I can help you with understanding color theory, perspective, light and shadow, and all the basics of both two- and three-dimensional art forms, as well as more advanced techniques and applications. If inspiration is eluding you, I can show you how to jump-start your imagination and learn to see and even think differently to generate new ideas and fresh insights. I believe that creativity can be taught!
I hope to hear from you soon. Hello! It's wonderful to see that you are students who won't give up when a subject proves to be difficult. I'm interested in more than tutoring you in your class work. I'd like to teach you how to learn. Everyone has a different way of thinking, grasping new concepts, and communicating. I understand how to assess your learning style so that we
I have lifetime experience in drawing, and have taken numerous courses in drawing in my undergraduate studies in art. In figure drawing, a human model is used, and students must complete the drawing from their current vantage point. This sometimes challenges them with forshortened perspectives, such as an arm with the hand facing the artist. Timed model poses of several seconds to 1 hr. require everything from a gesture drawing to capture an impression of form and movement, to a detailed rendering of form, shadow, and light. The emphasis is on learning to "see what is there", and focuses on realistic rendering.
Interpretive drawing involves the student's creation of imagery that represents their response to an assigned subject or phenomenon. Examples are to draw one's response to a train wreck, or Academy Awards night. There are no requirements of realism or other stylistic genres; simply an interpretive response that can take any form. The purpose is to help the artist learn how to freely translate their emotional response to a subject into imagery, and expand their creativity by producing a novel and truly personal representation. The "expectation factor" is removed to foster the release of the artist's free expression, rather than allowing their perceptions of others' judgment to limit their expression.
I have a Bachelor's degree in Art, with a concentration in painting. I have also studied art history, and the work of many artists. My painting skills cover a wide range of styles and applications. I can demonstrate the use of acrylic, oil, watercolor, and other paints, as well as texture methods such as impasto. Painting on various surfaces such as canvas, wood, ceramic, and stained glass can also be demonstrated. Basic and advanced techniques and methods are covered, as well as composition and concept development.
The imaginal art of painting is important because it offers such a range of expression and meaning. It can focus on rendering skill, such as the realism of Carl Brenders, color, as in the works of Mondrian, the use of light as in Monet's paintings and the stained glass work of Peter McGrain, or the symbolism of Dali. Art can entertain, or be of historical significance as a social statement of the events of its time. Cartoons are a good example of a medium that can and has done both simultaneously. I can instruct you in the techniques of any of these artists or genres, or help you to create a style that is yours alone. However, please note that I do not cover the use of any computer programs that create or manipulate imagery.
My instruction covers the tools and materials of the painter, and the techniques to manipulate different media to get the effects you want. But art is more than tools and technique. It is also a study in self-exploration. The outer and the inner world combine with technique to enable the artist to express unique images. Nature, imagination, dreams, and the subconcious are domains that are an endless resource of imagery for the painter. I can help you get in touch with them, explore them, and use them to the best of your artistic ability.
I highly recommend that all students view other artist's paintings. Books and online images can inspire your imagination, but visiting art galleries and museums provides a viewing experience that is more impactful. Important features such as size can only be experienced directly, and brushstrokes and methods that aren't visible in copy images can be seen in all their detail. Direct viewing can present a technique you may decide to practice. It can also provide a model for your own development as a painter. I can be available to accompany you to galleries or museums where we can critique paintings and discuss the artists' methods. I can help you get accustomed to thinking about painting as a combination of analytical, emotional, and perhaps even spiritual elements. A new perspective can make you perceive painting in a different way, and that can make you a better artist.
I will teach people of any age, from toddlers to seniors, beginners to advanced artists. If you need tutoring in art history, or an in-depth study of a particular artist, I can provide this. I am also happy to deliver art therapy for special needs individuals of any age.
As an undergraduate, I had many teaching assistantships in which I taught college students and children with psychological, behavioral, and developmental disorders.
I have worked as a psychologist for years in both residential and outpatient facilities. The children in the residential programs have a range of psychological and behavioral disorders, including depression, anxiety, PTSD, ADD, ADHD, autism spectrum disorders, and other developmental disorders. Most of them had learning delays.
These kids tended to have problems with controlling their emotions, and often expressed their frustration as anger. Since anger management was a problem common to nearly all of the children in both of these facilities, I consulted in the development of a class specifically created to teach anger management. I taught this class with the help of a colleague. It had good results, and in a few children the change was dramatic.
I have tutored kids with a spectrum of psychological and developmental disorders on a one-to-one basis. Depending on the kind and degree of their disability, I have used different methods to communicate with them, gain their attention, and provoke curiosity, which offers an opportunity to inform. For some children, this opportunity is critical, since their ability to interface with a teacher can be very limited, and no chance should be missed. The opportunity to reward the child in some way should always be sought, even when it only acknowledges the child's efforts to try, or to remain attentive despite the frustration of not understanding something.
The methodologies of working with kids with such diverse conditions can be complicated, but several general rules or concepts are of the utmost importance to me. The first is to do no harm. That may seem obvious, but for any of you who live or work with these kids, I'm sure you know how difficult it can be to predict the child's reaction to our attempts to teach, or even just to interact constructively. Nonetheless, it's the teacher's responsibility to get to know the child well enough to have a good idea of what triggers his bad behaviors, stirs up his emotions, or hurts his feelings.
The second concept is to seek to establish some level of trust by demonstrating a caring and consistent demeanor. Predictability is extremely important for any child, since it fosters the child's belief that he is safe because his environment is stable. This consistency can generalize into the child's belief that because his environment is controlled, he too can control himself, with predictable, positive results. Of course, it's not that simple, as children always test their environment, and the people in it, to see how much they can control it! But as long as the child's behaviors always elicit the same responses and conditions, the child can still feel safe and in control because he can predict the outcome of all his behaviors, even the bad ones.
Third, teach to the child's strengths. Assess the child's interactive abilities; her responses to oral and written communication, response to any special aural cues, and her learning style. Some kids are very visually oriented, and understand concepts better when they're illustrated in pictures. Some respond better to speech. Some are strongly affected by sounds, and their moods and behavior can be altered with exposure to music. The teacher must be perceptive enough to detect these strengths, and flexible enough to be able to work with whatever capabilities the child has.
I am experienced in accomplishing these things, and welcome the opportunity to help to teach your special needs child.