Illustrator/Museum Educator
dfontana24@hotmail.com
845.548.5667
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MUSEUM EDUCATOR.ARTIST.DESIGNER
DESIGN QUOTE
"The capacity to see comes from persistently analyzing our reactions to what we look at, and their significance as far as we are concerned. The more one looks, the more one will come to see." Louis S.Kahn, architect/designer
AMAZONIAN HEADDRESS
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.
ITTEN
INTERESTING LINKS
- AIGA
- Brooklyn Botanic Garden
- Eurosport Soccer
- Food Network
- Google Earth Sketch Up
- Guggenheim Museum
- Heilbrunn TImeline of Art History
- Metropolitan Museum of Art
- MIT Media Lab
- MOMA Red Studio
- National Geographic
- New York Foundation for the Arts
- Picturing to Learn
- Reggio Emilia
- Rubin Museum of Art
- The Frick Collection