Sunday, December 11, 2011

Philosophy

My teaching establishes a personal relationship with materials first and foremost. All making is tied to individual ideation and the development of a core artistic process in lessons even as students acquire simple skills. The embedded subtext of individual discovery and conceptual inquiry runs through the entirety of my curriculum from fundamentals on to the graduate level.

I acknowledge little fundamental difference between abstraction and representation, although the observational model is an important aspect of my instruction–particularly on the introductory level. Abstractions become the fundamental building blocks that may assemble themselves into images or in and of themselves become a resolution to a more complex graphic problem. We deconstruct the elements of visual language in isolation to rigorously mine and define their fullest potential before reassembling them and building towards a personal statement. My role as a critic is to push the students, to introduce new ideological models, methodologies, and references as we hone their work towards a specific, individual and well-informed commentary.

Carol Mallett Adelman
March 2011

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