Back to school special redux.

This is the second in a two part feature with artist and art educator Lisa Solomon. You can read part one here.

Lisa Solomon: I try to stay current and I try to stay on top of what’s going on in the art world. This means I go to all the local museum shows and as many gallery shows as I can muster. I’m also constantly looking for examples that I can use in the classroom. Good examples of technique or concept – especially by artists besides just the big names. I want to introduce my students to a lot of different artists.

I also try and read about art. In some of my classes I provide reading material that corresponds to what we’re working on/talking about – so I’m always looking for inspirational articles, or good interviews, or a little theory nugget that could potentially motivate a student.

I’d be lying if I didn’t say I show work that I’m drawn to.... It’s easier to sound enthusiastic about line if you really do like the line quality of what you’re showing. That said, when I’m teaching I do try and show and talk about examples that I think forward the agenda or enhance the discussion – regardless of the style or my personal preferences. I hope that I can appreciate and speak about work that I don’t particularly like, but still respect.

I also think it’s important to balance historical references with more contemporary examples – especially to even out the gender equation – and I try to show the gamut. For instance if we’re talking about line I’ll show traditional Asian calligraphy and ink drawings and then a completely abstract contemporary work. I can also proudly say that I’ve shown work individually to students that I thought would be helpful to them or inspire them even though I despise the work. I cringe on the inside, but if I think they should see it, then I tell them about it anyway.

I tend to shy away from showing or talking about my own work in class. I only bring the topic up if a student does. I think what my own art/craft experience does bring to class is a willingness to allow the students to try multiple media – I often encourage them to use materials that they may not typically see as “art” materials.

I constantly am talking about how contemporary artists are not working in a bubble – it’s our job to know about what’s going on in the world – not just in art – and I try to practice what I preach.

It’s hard not to take things home with you – so if I have a difficult student/class I can spend hours just thinking about it , which is not so good for creativity. Also if it’s a new class, or if I’m trying something out, the prep time can really crunch my studio time. And the grading. Grading can sometimes feel like busy work and seems to never-end....

But there are also the instances when a student will ask a really good question – or the class will get into a really meaningful conversation that sits with me for days or weeks afterward. I guess at heart I’m a quasi-intellectual and  I really like being pushed to think about and formulate thoughts on art making and the whole process, as well as the significance of being an artist.