For community, religious and civic groups, art schools, colleges and in most popular – schools K through 12, I offer exciting options by serving as an Artist in Residence and guest speaker in the classroom and throughout your community. Options range from a staff training workshop for your school’s teachers-in-service day, a community building project for your religious congregation, to multiple approaches to school residencies. Since 1994, I have lived and worked in the Philadelphia area as an artist and educator specializing in teaching the craft of Batik, while also teaching about the culture of Indonesia. Prior to living in the Philadelphia area, I lived in Indonesia for six years working as an artist, and I continue to return to Bali and Java every year with my family for extended visits. By maintaining my connections to this exotic culture and bringing it back into my studio, shows and teaching, I offer a unique slice of another world for your students and your school. Contact me and we will dream up an amazing program specific to your schools or group’s needs and desires!
Teaching Artist Philosophy
My teaching artist philosophy has three strong elements, all interwoven and equally dynamic. The first exposes students to another part of the world, Indonesia, an exotic nation and culture quite different from ours. By learning about this land, they enlarge their world, and they become more connected to an archipelago half a world away. The second element of my teaching philosophy stems from the revelation I had in my own art-making when I was 25. New to the art of batik, I realized I couldn’t control the medium; it was too unknown, subject to all sorts of variables like water and wax temperatures, sunshine, rain. Therefore, I learned how to give up control and play, focusing on the process rather than the product. Only then did I discover that when I was fully engaged in the process, the end result echoed that success. This translates directly to my teaching style and philosophy: By letting students play, experiment, and take risks, batik becomes a vehicle for students to make art without focusing on a “product.” They not only learn about batik art making, but also are discover new parts of themselves that they, as artists, discover in the process. The third element of my teaching philosophy focuses on the collective art-making process, the heart of my artist-in-residencies. Rather than most students making a batik piece and taking it home to show their parents, my residencies galvanize the students into becoming communal artists, working together to dye, wax, and finish their shared pieces as a batik collaborative. After the batiks are completed, a group of volunteer parents and I create a fiber installation that is a composite of all the communal batiks, and this piece is then permanently hung in the school. It is a gift back to the school and to the community, a physical manifestation of all their shared work and new discoveries.