GINA LLERENA

BIOGRAPHY
Gina Llerena is an Ecuadorian and Italian born illustrator/designer who currently lives in Brooklyn, New York. She attended undergraduate school at Pratt Institute for illustration receiving a B.F.A. in Communications Design. After working for several years as a freelance illustrator and window display designer, she has returned to Pratt Institute and is currently a candidate for a M.S. degree in Art and Design Education. She hopes to eventually work in a museum teaching art and design to high school and college students.

PROFESSIONAL RESUME

Education
Pratt Institute, Brooklyn, NY M.S. Art and Design Education completion 05/10
Dalvero Academy, Brooklyn, NY Graduate Illustration courses 8/05 - present
Pratt Institute, Brooklyn, NY Major: Illustration BFA Communications Design 5/05

Professional Development
Student Teaching in the Galleries Program Pratt Institute Spring 2009
A full-semester course that entailed taking high school students from soho to different museums, galleries, and educational spaces around New York. The focus was teaching them how to look at and interpret art while also creating opportunities to inspire them to create on-site art.

Metropolitan Museum of Art New York, NY April 2009
Introducing Art to Students: A Workshop for Pre-Service Teachers
A full day workshop given by two Met educators illustrating two diverse strategies of how to design a museum visit including designing a thematic curriculum linking researched objects, as well as using the Nolen Library to obtain Met publications, teacher resources, and using the Met website to research within the collections database.

Brooklyn Museum of Art Brooklyn New York June 2008
Teaching Exchange: Strategies for Facilitating Object-Based Learning
2 day workshop learning how to select key teaching objects, develop a lesson to include a variety of learning styles, create questions,and create visits that are both informative and fun. The workshop focuses on effective and engaging teaching approaches for developing valuable, accessible, and creative object-based lessons that can be incorporated into various museum teaching practices.

Professional Experience

92Y Programs New York, NY 6/08 - 9/08
Illustration teacher for camp programs, primarily special needs students ages 7-16. Responsibilities included designing appropriate curriculum for various age groups, including adaptations for special needs students, and teaching 7 diverse groups daily.

McGarry Bowen Advertising New York, NY 1/06 - present
Illustrations of various animals for Crayola, The Art of Childhood Campaign, The Girls and Boys Club of America and billboard promotion for the Crayola factory. Three illustrations featured in Wondertime Magazine. Fall 2006

Donna Karan International New York, NY 1/05 - present
Illustrations of window concepts and interiors for visual director and creative team for presentation purposes and final execution.

DKNY Donna Karan New York New York, NY 1/05 - present
Visual Merchandising Freelancer
Creative Services Intern: Executed drawings for window displays, sourced materials and props, executed window changeovers and merchandising. 9/04 - 12/04

S.Orangetown Central School District Orangeburg, NY Substitute Art Teacher K-12 4/06 - present

The Metropolitan Museum of Art New York, NY 5/01 - 9/01
Internship: Visitor Services Department International Information Desk Translator: Responded to questions about museum and art history, galleries, and specific art pieces and eras. Directed visitors and international tourists to sections of museum based on art history knowledge as well as fluency in Italian and Spanish.

Illustration Clients
Crayola, McGarry Bowen, Donna Karan New York, Marc Eisen for Wal Mart, Wondertime Magazine, Victoria’s Secret.

Publications
Graphis Magazine: New Talent Design Annual 2005 Book Illustrations Fall 04
Wondertime Magazine: Two full page double spreads featuring Crayola ad campaign Fall 07

Skills
Software: Adobe Creative Suite 2, Microsoft Office, Mac and PC platforms.
Languages: Fluent in Italian and Spanish.

TEACHING PHILOSOPHY

As an art teacher and designer I want to instill in students the idea that everyone can learn how to be creative and learn the language of art. I believe that teaching art involves giving students the ability to discover, that creativity is not just defined by how “realistic” they can draw or how much this is considered a measurement of talent. There is a societal and cultural tendency that only a select few, who pursue art, can be successful. While this may be true in a commercial sense, I want to teach students that success in art can exist on a personal level.

My classroom is a place of self-discovery, expression, and problem solving. Where the ideas of past and present artists and designers, can be a source of inspiration to students. Using artwork and design to teach stylistic techniques, investigate composition to discern mood and event, or use language to create visual representation, are all extremely valuable. By investigating the many ways art can be created, I want students to discover the endless possibilities in art making and designing. I believe that the best way for students to achieve this capacity is a step-by-step process. It is important to first introduce students to as many materials and specific art making processes so that they posses a strong knowledge to draw from. Once students gain these experiences, the ability to explore can begin. It is through these activities and listening to student’s voices that the making of art becomes valuable beyond the classroom.

My background in graphic design and printmaking has influenced how I approach teaching. I think it is often important to emphasize a problem-solving process that is used in design. Students can use this approach with many art-making situations by utilizing sketchbooks as a tool for working out an idea and developing multiple solutions. Emphasis of this process allows students to develop a method that taps into their creative sensibilities. Personal and group evaluation is also important to the problem-solving process to ensure students become creative-thinkers. Through the creation of art and experiencing design, students can gain an understanding and a sense of identity by visually investigating their surroundings.

GINA LLERENA

ILLUSTRATION PORTFOLIO

TEACHING PORTFOLIO

CONTACT INFORMATION

BIOGRAPHY AND RESUME

DESIGN QUOTE

AMAZONIAN HEADDRESS

TEACHING PHILOSOPHY

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