Statement of Intent
It is the philosophical question of where art belongs that consistently reminds me that I still have many ideas about art and art-making as an artist, art teacher, and student that warrants the challenge of becoming a visual arts instructor in a higher education environment. Contextual and theoretical questions such as these are best posed within a group dialogue, and I value the perspectives of my students, artists, peers, and fellow faculty; their values, practices, and sociopolitical views help me to gain a better understanding of what I want to say through art, how I would like to reach my audience as both an artist and teacher, and guide students to define who their audience is ideally and realistically, and where and with whom they envision showing their artwork. While examining how my priorities as as artist have changed from my process to my role within the Chicago art community, connecting with artists at various stages of their career may prove most fruitful in academia, where a critical engagement with art teachers and students fosters the space for community and lifelong learning. My motivation for teaching lies in the desire to work with students of the arts, art educators, and artists with whom I am most inspired by and who I can learn the most from.
An art educator and creative leader strives for self-reflection and critical dialogue from multiple points of reference, always researching, assessing, making, using new technology, and questioning the progress of her or his teaching agenda and curriculum design, as well as the trajectory of each student, I plan to further develop my philosophy of higher art education as an Instructor of Fine Arts. I would like to pursue the avenue of teaching art at the collegiate level in defining and modeling service as an artist and an art teacher. It is with select content areas and professions that the content area specialist, such as a chemist or an artist, may bring her or his own practice to the public and academic sphere, and then impart knowledge of materials and techniques, theory and history back into the rising pupils and aspiring artists in academia.
I am a strong employment candidate for teaching visual art at the collegiate and K-12 grade levels. I am a dynamic, analytical, and resourceful teacher with a graduate-level education in the visual arts, aesthetics, and critical pedagogy. I have several years of tutoring and teaching experience, including my position as an Art History Tutor at Richard J. Daley College and as a K-12 art teacher. I am a Chicago native with professional relationships cultivated through my involvement in the visual arts community as an artist and through local gallerists, alternative spaces, educators, and community advocates. I am committed to higher education and social justice as pathways to empowerment for students as our future leaders. I am a participant of a long-standing critique group whose members are Alumni of the School of the Art Institute of Chicago; critical dialogue among peers has always been a source for intellectual, social, and artistic growth within my practice as both an art teacher and artist.
I maintain that the job of an artist is to create community and to guide students of the visual arts to engage with freedom, contemporary art and art practices, and to become positive influences within their communities. Please contact me for an interview, to preview my teaching philosophy and tutoring strategies, and to review my art portfolio at www.laurenballart.com. Thank you for your time and your consideration. I hope that you will consider selecting my application for the interview process at your academic institution.
Artist, Art Teacher
Artist, Art Teacher
"I invent nothing. I rediscover." - Auguste Rodin