I am in central Auckland and can travel in the greater area of Tamaki Makaurau/Auckland.
My arts or creative practice (including details about my specific focus within that art form/practice and my strengths)
My visual arts practice is concerned with the analogue digital interface expressed in contemporary culture. This work finds expression in teaching through design projects, public art, publication design, and fine arts projects. My teaching is concentrated on the acquisition of forms of literacy relevant to students in the visual arts, this includes an emphasis on the acquisition of digital fluency in forms commensurate with industry best practices. My art practice has involved an exploration of the agency of print to activate a series of responses to the world. This has involved the creation of sound archives, interviews that record my collaborators' impressions of the world. More recently I have been involved in making printed images that deploy historical documents in a contemporary re-reading, thereby activating an awareness of history.
My track record of experience and success - or the track record of experience and success of the creative or artist that I will partner with
I am an arts practitioner and educator with 25 years of teaching, academic management and curriculum planning experience in the visual arts sector. My teaching practice is concentrated on the acquisition of forms of literacy relevant to students in the visual arts. I taught at Manukau Institute of Technology (MIT) where I set up a multidisciplinary print-media lab focused on the agency printed material to be a vital voice in contemporary culture. I am currently managing a print lab, again creating a vital agency for print that is recognised by students and staff at the university. The purpose of this approach is to equip students with a series of skills commensurate with contemporary industry practices and that are also applicable in a fine arts context. At MIT I developed a Foundation Studies programme in the Visual Arts for Level 1, 2 and 3 students. The bridging, restart programme was concerned with literacy acquisition and the development of practical artmaking skills. I also developed and delivered at MIT a work-ready professional practice programme designed to mentor senior students into further education, training or work.
Describe the experience you have had working with children or young people, teaching or facilitating creative processes
I have 25 years of classroom teaching experience at MIT. At MIT I developed an interdisciplinary print programme. For eight years I structured and managed the entry-level programmes at MIT School of Visual Arts and was responsible for managing pastoral care and the associated issues around student retention and learning success.
2011–2016 Foundation Studies in the Creative Arts. Key tasks/achievements:
- Programme design equipped students with a range of practical literacy and numeracy skills, 90% completion and transition rates.
- Graduates in the top quartile of 100-level programmes.
2001–2008 Year One Programme Leader at a School of Visual Arts. Key tasks/achievements:
- Responsible for academic management, pastoral care and direction of the Foundation, Certificate and Diploma and 100-Level, Bachelor programmes.
- Highly commended Quality Assurance Process Review achieved, (2006) with noted success in improved academic achievement, student retention and course completion rates above the Institute target of 85%.
1996–2008 Academic Leader for Printed Media. Key tasks:
- Developing an interdisciplinary print pedagogy – introducing digital processing, photo-processes, 2-D media graphic design, illustration, painting, and photography.
Why I want to be part of the Creatives in Schools programme and how my involvement will link to my creative practice
My investment in the potential of the Creatives in Schools programme is responding to the ongoing dialogues that I have with teachers. The purpose of these conversations about teaching and learning is to develop teaching and learning strategies capable of equipping students with skills that they will find application for in the next level of their education. Working closely with teachers in the communities that I am connected to will foster various means to equip their students with skills and insights that they will be able to build on as they advance in the world. There is a noted disconnect between the secondary and tertiary systems. Students who do not come from an intergenerational background of higher learning can find the transition between the two education systems difficult to manage. The Creatives in Schools programme provides a means to structure projects with teachers where students can access direct knowledge of the demands of tertiary education, finding, in the process possible insights of a future yet to be realised.