Think of Building a House: How Creative Reframing Invites Others Into a Conversation
In a recent job interview, I was asked to talk about a time when my “commitment to DEI led to a celebration of underrepresented voices.” I chose to talk about an experience I had while I was a teaching assistant at the University of Delaware. I’ve been exploring how creatively reframing a concept can be a powerful pedagogical tool. I think this story illustrates that idea, and how doing so can open doors to engagement with a new discipline.
Art As Laboratory: How Art Lets Us Think and Work Differently
What if making art and studying it can help us explore how different kinds of brains work? What would be the wider implications of this for work across different fields? People with ADHD often get cut out of fields like math and science because they don’t process the way those fields are taught, but if we get creative, perhaps this doesn’t have to be the case.
“It’s Like You’re Working Backwards!” : Learning to Not Get Ahead of Myself When Writing Art History
While getting my MA in Art History, I realized just how little experience I had writing in proper art historical methodology. The key to success turned out to be that I had to not let my brain get ahead of itself when reading, writing, and ideating.
What Is The End Point? Don’t Ask Me! : Improv and Planning in Visual Art
I recently learned that people with ADHD have a hard time visualizing the “end point” and working backwards. The idea of working without an end point shapes my art. I don’t plan a piece in advance — instead I take an improvisational approach, following where my medium and observations take me.
The Heart and the Head: What Role Do Emotions Play in Intellectual Work?
I increasingly think that a lot of what are typically considered intellectual issues are actually emotional ones. In a way, this is an idea that is at the core of my work as an artist, but I keep coming back to it in many facets of my work.