On teaching and setting a space in motion
Facilitating experimentation in and through arts practices, is also creative and political opportunities. I have approached teaching in the arts as an encounter with multiple and different others, which renders tension both, perceptible and generative.
Scores, in dance improvisation or in music, are prompts for action and experimentation. In sculpture, ‘scoring’ refers to the preparation of a surface for its contact with another. Inspired by scholars who position performance, relationality, and embodied practice as fundamental for enacting critical education and research in the arts and humanities, I have been using scores as a setting of a space to activate different—or ‘Oblique’—ways to encounter each other: for unsettling the smoothness of our subjectivity, acknowledging and embracing tensions and difficulties emerged from difference, while resisting falling into othering.
“Pedagogical Matterings; Art Teaching and Making with the Impossible”
Learn more about “Art Matterings”, the space emerged in collaboration with graduate students in Art Education during my special topics course, during the spring of 2023, at Virginia Commonwealth University. (Click Image)
Feminist World-Making
Learn more about my teaching in “Feminist World-Making”, and interdisciplinary Women’s Gender and Sexuality Studies capstone seminar at Virginia Tech. (Click Image)
The Curriculum Collective
I am part of the The Curriculum Collective, which began as an idea to disrupt the ease of prepackaged curriculums handed to teachers by corporate entities and for profit organizations in April 2023. Learn more about our (Click Here or at the image below).
Performative walking for the course Introduction to Art at the University of Illinois, April 2019. —— In collaboration with Ahu Yolaç
Page of booklet orienting the session at Krannert Art Museum
Photos above are student work responding to the walking activity
