Maintaining Momentum For Change At Mizzou

One of the big issues that has come up in the days following the protests is what can be done to keep the momentum going. The protests and interventions that took place this semester are intertwined with a huge number of categories, among which are:

  • Race and gender.
  • The rights of all students and the proper remuneration for graduate students in particular.
  • The failures of a business mindset in a university setting.
  • The responsibilities of administrators to deal with racial and gender-based discrimination.
  • The necessity of recruiting, mentoring, and retaining students and faculty of color.
  • The proactive development of the University of Missouri as a place where students and faculty of every kind can feel safe, heard, and valued.

We’ve got a long way to go. The national media certainly pigeonholed the protests and reduced the reality of what is, and has been, happening at Mizzou down to overly simplified binaries. They wanted to pitch free speech against racial tension. They wanted to make it seem as if the grievances that were being aired amounted only to vapid temper tantrums of spoiled millennials. They cast the reality of racially-based aggression as fantasy. They collapsed over two years of issues into a couple scattered spats about imagined racism. All of that was wrong.

So in the wake of all of this, how are we to be clear about the problems we face, the progress we’ve already made, and stay the course on the work yet to be done? These were the sorts of questions Dr. Maya Gibson had in mind a couple days ago when she posted on her Facebook wall. I met Maya at the Wakonse Conference in May of 2015, and that was one of the most compelling aspects of the event. Getting to hear from her then, and having the pleasure of a few interactions with her since then, made me want to add my voice to the others who were posting their answers on Dr. Gibson’s Facebook wall. I decided to post the questions Maya asked and my answers here to get a chance to express these thoughts out beyond Facebook.

Maya Gibson: Dear white MU friends and allies: what do you think MU could do to make it a more welcoming place for black people (students, faculty, and the COMO community)?

Matt Ballou: One of the main things I have been doing is curating the canon of art history and art-making techniques. Rather than defaulting to 12 or 15 dead white males, I strive to show the work of artists in ways that empower my students. That means showing artists of color, artists of underrepresented genders and gender-expressions, and artists of different abilities and disabilities. That means talking about these examples as Artists and Thinkers, not as some label or hyphenation that could be used to disqualify their contribution. Students need to see themselves in the classroom, in the examples that are presented in the classroom. They need to know the possibilities for THEM.

I don’t view this as fulfilling some quota – I see it as part of the central aims of my work as an educator: to provide and advocate for ACCESS. Most of my students are female; they deserve to see the true breadth of approach to art-making that’s out there and know the significant contributions of women throughout time.

I could keep going… I think this is what I’m trying to do in the classroom to keep the movement going. When they see the institution respecting people they relate to and who look like them, they can believe that the institution – or at least ME – is on their side.

MG: Thanks, Matt. If you can keep your list going, I would encourage you to do so. I am learning and I hope others are too. What are specific things you do to make Mizzou a welcoming and safe place for black students, faculty, and the greater-MU community? I love that you are proactive in the ways in which you shape and recreate the canon for your students. You’re actively resisting the model of euro- and ethnocentrism that comprises so much (western) art pedagogy. We have that problem in music, too. I also have to say that I greatly appreciate the way in which you’ve advanced a notion of diversity writ large. Do you encounter resistance, and if so, how do you handle it?

MB: In terms of specific things, here is one big thing:

I always try to engage with others in such a way that they – and anyone observing the interaction – believe I think they are real. One of the biggest issues I have with most discussions in the public sphere and in the media is that they can so easily dilute the REAL lives, REAL experiences, and REAL perspectives of REAL people. So whether it’s informal – walking past an acquaintance on the sidewalk – or more formal – in a critique session in class – I want to concretely show that I believe in the truth of others’ existence. This means, for example, thoughtfully building on the comments of my colleagues of color during a graduate review. That may seem small, but it shows my white students that I affirm the things my colleague is saying and it demonstrates for my black/minority/female students that I listen when an African American woman speaks. They can see clearly that I hear that voice. It may seem little, but this sort of courtesy does, I think, make a difference.

Obviously it’s complex, but I think the idea I shared above about curating the canon and then following that up with visible positive engagement with my colleagues and students helps create an environment where welcoming other voices and actually hearing them can build a safe space and a more legitimate learning space.

In general I don’t personally get resistance. I think that’s a reflection of my privilege. I’m a pudgy white dude who looks semi-homeless half the time; no one questions the legitimacy of what I say or how I look. But I have heard about a number of situations where the appearance and ability to communicate of my female and minority colleagues have come under question. And that’s bullshit right there. When I talk about black artists, no one questions. But I have known of situations where black colleagues of mine have been accused of being shrill or having an ax to grind when they bring up the exact same artists in the exact same sort of situation. That’s bullshit. So my job is to recognize that difference between my experience and their experience and state my support for them. They didn’t do anything wrong, yet students felt it appropriate for them to give these educators a hard time. That’s bullshit. So, yes, there is resistance… We need to be vigilant.

Another thing I’ve tried to do is speak to my students – the majority of which are female and many of which are minorities of various sorts – as if they know what they are doing. They are used to professors talking down to them. I don’t do that. Some times they really don’t know what they are doing but they need someone to look at them with respect and ask them questions and make observations like they ARE already accomplished. And THAT will go a long way toward them actually becoming accomplished. This is exactly what happened to me. My main professors treated me like an artist and thinker long before I was actually there. And that’s why I have had some success. So I pay attention to my students in such a way that they hear the message that their lives are important and they can do this thing I’ve set before them.

MG: Thank you for seeing, acknowledging, and recognizing me, which is what I want more than anything. I have grown weary of being negated, silenced, and rejected by the majority, some of whom are so-called, supposed-to-be colleagues. Thank you for modeling for students how to treat people. Thank you for slapping the mess out of my hand when I raise it (at least it’s grounding). In short, thank you for being you.

~

I realize that this is just one conversation among all of the ones that have happened in and around Mizzou over the last semester. I hope that in some small way my clarification of my own attempts to be an educator who advocates for his students can help. God knows we don’t need more white dudes mansplaining, but I wanted to honor what I saw as Dr. Gibson’s serious and heartfelt request to her white colleagues. The primary thing I have learned throughout all of this is that LISTENING is one of the primary ways I can be an ally. Over and over I’ve seen Maya and other African American friends say “LISTEN” when the cacophony of viewpoints swirled up, when weird racist stuff crowded in and fostered disunity. Listen. Hear.

Listen. For me, part of listening well and preparing myself to hear well is having a strategy. What I wrote in response to Maya’s questions above amounts to my strategy as an educator to create a space for listening to my students and hearing their perspectives. LISTEN.

Let’s start now, and listen to Nina Simone…

 

I’m Really Glad We’re Teachers

There are a lot of cohorts we are a part of simply because of birth. Others we choose. There are some we seek out with tenacity. Other associations creep up on us, and they’re trans-historical, multi-generational unions.

Teaching is like that; we choose it, but it comes with a great many intangible elements we might recognize only later.

I’m an educator. This fact sometimes surprises me. By reason of this vocation I am connected to so many people who try to bring a sense of what it means to know and to do to others. We teachers… we’re epistemologists. What do we know? How is it that we can know? Where’s the dark horizon line that signals our limited understanding? Let’s dive into a shared space and craft meaning with others. It’s a great calling.

The last few days I’ve been thinking so much about the connection I have to other teachers. As someone who has been in higher education for nearly a decade, it makes sense that I now know dozens of teachers. But there is joy in realizing that some people I have known for many years became teachers as well, each on their own pathway.

I want to mention a few of them.

David Schwei – University of Cincinnati, Classics

David is my brother in law. He is a PhD candidate specializing in Roman History at the University of Cincinnati. He will soon complete his work there, but over the past couple of years he has engaged in a serious study of teaching itself. Our conversations on the subject are always enlightening and encouraging. David is a thoughtful, generous man, and his blog contains a wealth of hard-won information about what it means to teach and how to think about teaching. I love following his thoughts and his growing expertise. Never one to do anything halfway, David’s observations on teaching go far beyond his chosen discipline and offer great advice to anyone thinking about education. Click here for more info:

Latin, Classics and Education in the 21st Century.

davecaiqunDavid and my daughter Cai Qun learning together. Photo by Alison Ballou.

~

Natalie Shull – 5th Grade

Natalie is the oldest daughter of a special couple my wife and I relied on during our early married days in Chicagoland. It was illuminating to have a sidelong view of the Shull kids growing up, and especially to see Natalie take on increasing responsibility and maturity. During college she focused in on teaching, and eventually began to blog her way though a variety of experiences. Her thoughts are not technical, but neither are they purely Dionysian. They are about grace and hope. She has cut her educator’s teeth in the grass roots of teaching, and right now leads some 5th graders through their paces. It’s wonderful to see her excitement, joy, and desire for excellence on display in her posts. Check out her story here:

Lead Me Where.

Screen Shot 2013-12-21 at 8.44.54 PMMatt Ballou – Natalie Reading About the French Revolution. Oil on linen on panel, 26 by 24 inches, 2006. Private Collection, IL.

~

Alison Ballou – Homeschooling Superintendent

I don’t know that I’ve ever met anyone who is more qualified for homeschooling than my wife. It’s easy for people not familiar with homeschooling to see it as a fringe phenomenon. Yet throughout much of history high quality education was possible at home. When parents have vision, time, and desire – not to mention the intellectual and educational background – homeschooling is a viable option. With multiple degrees from Northwestern, experience in child care, and proven ability to continue her education through books, online courses, and certificate programs in a variety of disciplines that dovetail with elementary education, Alison has crafted a fantastic learning experience for our two daughters. She’s got them above average in reading and math, and the three of them are beginning classes in Mandarin this week. Her attention to detail (everything is laid out day to day and recorded for reference and tracking) and passion for shepherding their emotional lives is amazing. You can see a good bit of what goes into her heart for teaching and learning on her blog:

Not Yet What We Shall Be.

041Cai Qun and Miranda working at the dining room table on a project. Photo by Alison Ballou.

~

I could have put dozens on this list; teachers who changed my life like Roberta Dudley (high school), Lisa Gregg-Wightman (undergraduate), or Barry Gealt (graduate). I could have included colleagues I have taught side by side with for many years – Jessica Thornton, Deborah Huelsbergen, or Chris Daniggelis. I could have highlighted former students who are now teachers in their own right – Trudy Denham, Ian Shelly, Megan Schaffer, or Shalonda Farrow. I could have featured family and friends who have taught me so much – my Mom, especially. I respect them all. I’m glad to be one of them.

In some sense, however, David, Natalie, and Alison represent the surprising way that as I became a teacher, others also grew into that calling around me. Though our disciplines, day-to-day routines, and curricula are different, we are bound together as educators. I’m really glad we’re teachers.

_MG_3406Me, in the classroom teaching composition to a group of Drawing 2 students. Photo by M. Kanaan.

A Grateful Visit

I began my undergraduate art career at Munson Williams Proctor Institute of Art, the Upstate New York extension campus of Pratt Institute. After working for a while after high school, I realized that I would not be happy if I didn’t at least try the art path. PrattMWP was the start of a long journey.

I don’t get back east often. Between family, teaching, and creative necessities I hadn’t visited my alma mater there in Utica, NY for a decade. This past summer, though, I decided a trip to the campus and museum was a must.

IMG_2013Courtyard outside the main buildings.

IMG_2014Big sign at the entrance to the main studio building.

I had massively important experiences in these buildings, on these grounds. I had professors – like Lisa Gregg-Wightman and Greg Lawler – who believed in me and inspired me. Lisa, in particular, was key to my growing sense that I really could make a life as an artist. I recall one midterm review with Lisa when I sort of stepped out of the present for a moment and realized that she was speaking to me as if I really were an artist. As if I had a valid place at the table. As if my thoughts and opinions were worth hearing. I’m really grateful to her for guiding me in that way, and I’ve tried to function that way myself as an educator.

IMG_2020A student drawing hung in the hallway at PrattMWP.

IMG_2017A student painting near a stairwell.

IMG_2023A fantastic student figure study.

IMG_2024I remember doing drawings just like this while at PrattMWP in the late ’90s.

Though I couldn’t access some of the most important rooms – Printmaking, Painting, Drawing – where my skills were developed and my imagination first fired, I was able to roam those halls again. To climb the steps, feel the air, and see again the views through those windows. Sure, I’m sentimental; we all are, if we’re honest.

I couldn’t have known the adventure I was starting there at MWPAI 18 years ago. Getting to walk around the place 18 years later is gratifying. I’m grateful.

The Teacher (Ms Sharyn Hyatt-Wade)

Photo Mar 18, 8 11 39 AMThe Teacher (Ms Sharyn Hyatt-Wade), Pastel on Black Paper, 30 by 22 inches, 2014.

Sharyn Hyatt-Wade is synonymous with engaged, passionate teaching here in Mid Missouri. If you ask any of her former students, you’ll hear no end of what this woman has brought to her classrooms over the years. Though she recently retired from teaching high school art after many years, she’s currently a part of the faculty at the University of Missouri. Now she’s working with our Art Ed graduate students to help shape them into the sorts of educators who make real impacts on kids’ lives. Too often public education is about the bottom line: teaching to the test to obtain granular data for the administrative types who allocate funds. Teachers like Sharyn live far beyond that simple concept; they aim to change lives, validate individual experiences, and advocate for student-based successes.

Sharyn’s power and exuberance are kinetic and contagious. She has an uncanny ability to get other people around her on board with her almost instantaneously. She’s a true leader and lover of people. I’m so thankful she’s in our community and is still giving of herself to bring better educational opportunities to everyone. What an amazing career she’s had. What a huge impact. Thanks, Sharyn.

~

If you’re a former student of Sharyn – at any level, in any capacity – I’d love to hear your thoughts. Share them in the comments below if you want to!

Opening at Cade Center for Fine Arts at Anne Arundel

Today I had the great pleasure of giving two talks (Meaning in Objects and Trajectories) to students and others at Anne Arundel just outside of Baltimore, MD. The turnout and response were wonderful; it was especially nice to have my father in law Steve and brother in law Daniel attend the main talk for moral support!

Tonight, the show I curated here – Subject and Subjectivity – will have an opening reception. To celebrate this I’m going to post a few pictures of the work below. It really is astounding and humbling to get to have my work on walls with people I’ve admired, shown to students, and studied for so many years. Artists like Catherine Kehoe, Anne Harris, and David Campbell have been in my head for a decade. It’s wonderful to have put the show together, to see their surfaces and handiwork, and – beyond all of that – to have my show be associated with a sister exhibition at St John’s College: A Lineage of American Perceptual Painters, curated by Matt Klos (who has work in my show). These two exhibitions, happening just 15 minutes away from each other, are a painter’s goldmine. If you’re in the area, come see them!

image

imageDetail of work by Erin Raedeke

imageDetail of work by Catherine Kehoe

imageDetail of work by Matt Klos

imageDetail of work by Christian Ramirez

imageDetail of work by David Jewell

imageDetail of work by Anne Harris

imageDetail of work by David Campbell

imagePanorama of the main room of the exhibition.

 

Exhibition info:

A Lineage of American Perceptual Painters,
The Mitchell Gallery
St John’s College
60 Campus Avenue
Annapolis, MD 21401
Running through March 1, 2015

Subject and Subjectivity
The Cade Center for Fine Arts
Ann Arundel Community College
101 College Parkway
Arnold, MD 21012-1895
Running thought February 26, 2015

~

Many thanks to all who made this possible, especially the artists:

Anne Harris

David Jewell

Catherine Kehoe

Matt Klos

John Lee

Aaron Lubrick

Carolyn Pyfrom

Erin Raedeke

Christian Ramirez

Brian Rego

Megan Schaffer

Shannon Soldner

Peter Van Dyck

~

 

First of 15

2015 is already shaping up to be a year full of potential for Art Stuff!

~ I was part of the jury for the True/False Film Fest exhibition that will take place this month at Imago. Titled The Long Now this exhibition follows the theme of True/False this year. Click the image for more info.

Postcard

~ After the The Long Now exhibition comes down, I’ll be in a show at Imago with Jennifer Ann Wiggs and Chris Fletcher, two local artists I admire and respect. It should be fun – I’ll be exhibiting some of my digitally-based work for the first time!

harris-f_gdetailAnne Harris – figure/ground (detail)

~ A show I’m organizing and curating at Anne Arnudel’s John A. Cade Center for the Arts Gallery in Maryland opens on the 26th. I’ll be giving a talk there on the 28th concerning the topic of “Subject and Subjectivity” in regards to contemporary representational painting. I am pleased to note that two of my artistic heroines – Anne Harris and Catherine Kehoe – have agreed to be in the exhibition. It’s blowing me away to think I’ll be sharing space with these two great painters, not to mention the likes of David Campbell, Erin Raedeke, and the others I’ve invited to this exhibition.

Campbell-Death_TransmissionDavid Campbell – Death Transmission

Exhibition Information:

Title: Subject and subjectivity: a selection of perceptual paintings
Curated by Matt Ballou (University of Missouri). Organized by Matt Ballou and Matt Klos (Anne Arnudel)

Dates:

January 26-February 26, 2015
John A. Cade Gallery at Anne Arundel Community College

January 16-February 27, 2016
WIU Gallery – Western Illinois University

Other venues are also considering this exhibition.

1-img_0774Kat Arft – Mourning the Death

~ In May Kat Arft and I have a show together at the Craft Studio Gallery at the University of Missouri. Entitled Four Large Drawings, the exhibition will feature some pretty massive drawings; heights and widths 6 or 7 or 8 feet. Should be awesome.

~ Finally, my first foray into online teaching took place this past semester, and now work is being done to quantify what really happened. There was some mixed success – and my class has been approved to run again next fall – but I have been collaborating with a PhD candidate, Catherine Friel, who is an Academic Technology Liaison at ET@Mizzou to get some hard data about how the online course worked in comparison to my standard face-to-face classes. Some have wondered – myself included – whether students can learn drawing in an online environment. At some point soon I’ll go over some of what we’ve learned and I’ll share my perspective on delivering fundamental drawing concepts over ye olde interwebz.

videoclassMe, “delivering fundamental drawing concepts over ye olde interwebz” in 2014.

Anyway, here’s to 2015!

Becoming the Student, #20: Graham Higgs

imageProfessor Graham Higgs Gloriously Lit. Digital painting, dimensions variable, 2014. Click to view LARGE.

In this post, I want Professor Higgs to speak for himself. If you have a few minutes, please read the story below. If you give the narrative time to work, I’m certain that you will sense both the great truths and the gentle spirit that animate Graham’s life.

~

The Cry of the Spirit Leaving

By Graham Higgs. Posted here by permission of the author.

It was one of those blazing hot, dry days at noon in a small village in Southern Africa, where I lived as a child. Not a soul was stirring. The sky shimmered with heat, and the only sound was the empty shush of a dry breeze against the screen on the porch, where I lay on my back, shirtless against the cool concrete floor.

I watched a fly circling in slow motion and finally settling on the floor a few feet from my head. My cheek felt cool against the floor as I watched the fly brushing its wing with one of its six legs.

Suddenly, from a distance in the back yard, I heard a man’s cry, “Nyoka! Nyoka!”

This was truly startling. “Nyoka! Nyoka!” the cry rang out.

In the Swahili language, the word “Nyoka” means snake, but not just any snake. It means dangerous snake. The odd thing about this was that snakes were very rarely seen in the heat of mid-day. I heard the cry again, and I heard the back screen door slam as my father left the house. I jumped up and left the porch at the front of the house and ran around back to see what was going on. When I reached the back yard I could see my dad crossing the field behind the house toward the garden. In the middle of the field, a tall, barefooted man wearing only khaki shorts and carrying a long stick was standing and pointing in the direction of the garden.

My father reached him and stopped. They slowly advanced, and then I saw the big old king cobra that they were watching. It was slowly moving toward the garden. They followed it, and it became aware of them, suddenly rising up high off the ground and displaying its broad, golden neck with two hypnotic dark eye-shaped spots.

My father and the garden man froze. The snake dropped back to the ground and began to move more quickly toward a large pile of brush near the end of the field. Several other men arrived and all began to pursue the snake, which continued toward the brush pile and then disappeared inside. The men surrounded the huge pile of brush. With long sticks they poked into the pile, jumping back, afraid the reptile would attack. King cobras are known to be aggressive when provoked.

While all this commotion was going on, many of the villagers began to come to see what was going on and stood in the shade of the tall eucalyptus trees that lined the field. Women and girls stood and watched while curious boys ran with sticks and threw stones at the pile. Mothers called out at them and tried to get them to be careful. The men stood and watched and pondered what to do next. The day was very hot and dry, and some of the men receded to the shade of the trees. A sentry of 4 or 5 men stood guard around the brush pile watching for any sign of the snake. The crowd of onlookers swelled to include just about everyone in the village. Some of the boys kicked a soccer ball around in the dust, and a dry breeze lifted the fine dust into swirls around their ankles. Sweat ran down the cheeks of the men watching the huge pile of brush.

One of the men walked over to my father, who was standing with me in the shade. I heard him say, “Baba, we could set the brush on fire. That would surely drive the Nyoka out so we can kill it.” No sooner had he suggested this than a man came running from the village fire with a burning stick, and the brush pile was soon a blaze of heat and crackling light. Visible waves of heat radiated away from and above the fire in visible auroras. The intensity drove almost everyone away and back toward the trees and the shade. Even in the shade you could feel the heat of the fire across the field. The fire cracked and popped, but no snake appeared. An hour went by, and no snake had come from the now smoldering fire. People began to mumble, and some began to return to their huts in the village. Women took their children and said they had food to prepare.

About this time, a quiet whistling sound began to be heard coming from the pile of ash. The whistling became louder, and everyone in the near vicinity could hear it. It became louder still and began to sound like a woman crying in a high-pitched tone. Now the sound could be heard throughout the village, and it became an ear-splitting scream. People looked at each other, terrified. The Nyoka was crying! What could this mean?

One wise, elderly woman said that she believed that the men had tried to kill an ancestor spirit. “What Nyoka ever comes out into the heat of the day?” she asked. “It is a sign” she said, “a sign that we did not heed. In our rush to kill this Nyoka, we may have tried to kill an ancestor who was trying to talk with us. See, she does not come from the fire. She waits, and she will certainly take her anger out on us. Just you wait and see.”

This prediction filled the hearts of the villagers with foreboding and fear, and those who had returned to the fire to see what the commotion was fled from the scene, taking their children and mumbling in low, fearful tones. After a few minutes the crying became quieter and slowly died away. A few men stayed with my father and watched the last of the smoldering coals. Then, as the day became long and the sun began to reach the horizon, my father and the other two men began to poke into the ashes with a long stick. At one point near the center of the ash pile, the stick hit a metal object.

With a shovel and a large stick, they found that a sheet of corrugated metal roofing was at the base of the fire. When they turned it over, the Then, as the day became long and the sun began to reach the horizon, my father and the other two men began to poke into the ashes with a long stick. At one point near the center of the ash pile, the stick hit a metal object.

With a shovel and a large stick, they found that a sheet of corrugated metal roofing was at the base of the fire. When they turned it over, they found the king cobra coiled in a circle. Its mouth was open and the fangs exposed. It had been cooked by the fire, roasted under the corrugated roofing. I recall my father thinking for a few minutes after this discovery and then saying to the two men, “It is now clear to me what has happened here. As the snake cooked, it began to boil, and the moisture in the snake steamed out of its mouth and past the fangs, which created a whistling and crying sound, much like a penny whistle does.” The men looked puzzled.

One of the men was horrified. “Oh, no, Baba, this is not the case. This sound was the cry of the ancestor spirit leaving the snake. We have certainly offended one of our ancestors, and this is a very grave thing to have happened.”

He quickly left the field and returned to his family. That night as the village gathered to eat together and drink beer and tell stories around the communal fire, the talk was about whether to consult the Nganga (witch doctor) to see how they could make reparations to the ancestor. They believed that they had ignored a natural sign. They believed they had violated an ancestor, and they would be punished. My father tried to explain that this might not be the case, but the villagers would have nothing of it. They had their animistic beliefs that kept them in balance with nature. It was an evening of low talking and fearful discussion. Many retired to their huts earlier than usual. Only a few of the older men, including my father, sat and talked late into the night.

Early the next morning a 3-week-old infant died mysteriously while she slept. It was then the people knew that they had indeed angered an ancestor. The Nganga and a spirit medium and herbalist would need to be called to perform a ceremony to placate the ancestor. Women were asked to prepare extra beer, and the herbalist retreated to his hut on the outskirts of the village and pulled out his stock of hallucinogenic herbs and tinctures. Men sat around the village fire and talked while the women served beer and food and in their own groups ate and sang and danced. A couple of drummers and mbira (thumb-piano) players worked themselves into a chanting rhythm and flow that began to persuade those who participated to sway and bob with the beat. The Nganga mixed a tincture and filled a pipe that he lit and passed around the group of men, and the tincture was swallowed by the spirit medium, a man who normally was a very odd fellow, said to possess special powers of vision and the ability to talk with the ancestors.

The spirit medium fell into a trance and passed out on the ground under the watchful eye of the Nganga, who bathed his face with cool water. The chanting and singing became more communal, and some men began to get up and dance. The women, including my mother, joined in the chanting and clapping of hands, and pretty soon, everyone was singing mournful and yet energetic songs of placation. Late into the night, the spirit medium began to speak, and the Nganga called for silence.

The spirit medium spoke in a language that no one but the Nganga understood. After listening to the strange sounds coming from the spirit medium, the Nganga conferred with the village chief, who called for a moment of reflection. Then he spoke about what the ancestor had advised. He said that tomorrow we must kill a goat and 7 chickens and prepare a feast in honor of the ancestor. In addition, we must begin to respect each other and to watch out for the children of others as well as we watch out for our own children.

We must work more regularly in the peanut fields, as the crops are almost ready, and we must always treat strangers with caution but respect. After a list of these sorts of things, some directed specifically at a few members of the community, the ancestor related that life would return to normal. Within a few days, the community had come together with a new commitment to work productively and live in peace as the ancestors intended.

~

I broke some of my rules while working on Graham’s portrait. I really wanted it to live up to the power of his story and the quality of his deep, quiet mind… so I spent a lot more than 2 or 4 or 6 hours on it. While drawing him in his office at Columbia College, I had the advantage of seeing him silhouetted against a bright spring scene, the intense near-white greens illuminating his head as if with a halo. I worked this portrait back and fourth in Sketchbook Pro and Art Rage v3, with some editing and shifting in Afterlight, for several months. I used both the Adonit Jot Touch 4 and the fiftythree Pencil to do the work. I’m thankful for the conversations I’ve had with Graham and I hope to have more in the future.

VINCENT

Andrew Vincent was one of my favorite students. He has a quiet presence, a quirky sense of humor, and the uniqueness that comes from arriving in middle America from somewhere else. In his case, it was South Africa. His father, a scientist and professor at Mizzou, brought his family to the US in time for Andrew to start 3rd grade. In many ways he retains a beneficial sort of otherness in spite of having lived much of his life here in Missouri.

Andrew made some amazing work for me in my Color Drawing classes, work that I have shown to several semesters of students. Here are a few of his pieces:

DSC07844Andrew Vincent, Spilled Milk, Oil Pastel on Paper, 15 by 30 inches. Drawn from an image created in Autodesk 3Ds Max. 2011.

DSC07025Andrew Vincent, Study After Vermeer’s The Milkmaid. Oil pastel on paper. 30 by 22 inches. 2011.

VincentA-Grid1-S11Andrew Vincent, Grid Study #1, Chalk Pastel on paper. 24 by 18 inches. 2011.

Also a gifted digital artist, Andrew has worked with Autodesk’s 3Ds Max for a while. Here is a render he created for a recent project:

10677326_10152670991425049_971583360_oAndrew Vincent, Naivety. Autodesk 3Ds Max. 1920 x 1080 PPI. Output dimensions variable. 2013.

~

Andrew has taken the opportunity to move to Auburn, AL to work at the Jule Collins Smith Museum as a preparator. He’s aiming to enroll at Auburn sometime in the near future. The guy is on his way to an awesome future. I’m thankful I got to know him in my classes and in the time after he graduated… and I’m certainly looking forward to witnessing what he gets up to in his ongoing education and career. Here’s a portrait I created of him when he visited my office/studio before he left town:

VincentVINCENT, digital drawing created in ArtRage and Sketchbook Pro on an iPad. 2048 x 1536 PPI. Output dimensions variable, 2014.

I’ve always enjoyed my conversations with Andrew, and they have always been far-ranging. We have discussed, faith, meaning, culture, humor, analog and digital drawing/painting tools and concepts, and so much more. I have the feeling we’ll have the chance for more conversation and mutual encouragement going forward.

One of the best parts of my job as an educator is getting to see my students go on to become colleagues and truly function as fellow artists. Keep going forward, Vincent!

Becoming The Student, #18: The PhD (Dr. Aja Holmes at Wakonse)

I was blessed to be able to attend the Wakonse Conference on College Teaching earlier this year (thanks, Deborah!) and while there I got to meet so many amazing people. One of them was Aja Holmes. As part of the cohort I was in, she set a tone of inclusion, concern, and thoughtfulness. She was welcoming, passionate, always engaging, and always ready with an encouraging word. It makes perfect sense that she’s found her niche as a Residence Life director working with Undergraduates. While at Wakonse, we got to share in the joy of her being appointed to a position at California State University-Sacramento. I’ve held onto this portrait of her since May, but since today is her birthday, it’s time to post it! Read below to find out more about this awesome individual!

photoThe PhD (Aja Holmes at Wakonse), gouache on paper, 10 by 16 inches. 2014.

 ~

You just earned your PhD. What drew you do your field and what was your educational trajectory?

“As a kid I always loved school. I would play school with my little brother – my first student. He would complain and ask our mom, ‘Why does Aja always want to play school? Didn’t she just come home from school?’ But he would go along with it if I promised to let him try wrestling moves on me (learning to compromise – HAHA!).

I also knew that I wanted to be a doctor, but when I saw blood for the first time it did not agree with me. I knew that I would have to take another route to becoming a doctor. While being involved as an undergraduate student leader someone told me about the work of Student Affairs and that I could live out the rest of my life on a college campus; I said SIGN ME UP! I loved everything about being on a college campus. So after undergrad I stayed on at Illinois State University for my Master’s Degree in College Student Personnel.

Back then I did not know for sure if I was going to get my PhD, but I knew that after my Master’s Degree I should get some significant work experience before going back for a doctorate. I did just that: worked at two universities in the area of ResLife. In 2009, I applied to doctoral programs in Higher Education Leadership and was accepted into Iowa State University. I had heard of Iowa State and I knew that if I wanted to finish I needed to be close to my family. Luckily Dad was a six-hour drive to Chicago and Mom was a three-hour drive to St. Paul, Minnesota. To be in the middle of my family really strengthened my support system.

People often ask ‘what is your ultimate goal in life?’ They ask even more since I earned my PhD. Ultimately, I would like to become a university president. I also want to teach in a higher education program that prepares student affairs professionals.”

You have such a warm and engaging personality. How you do maintain your passionate, hopeful, and excited outlook? 

“I am often asked why am I so happy all the time. I have had to really think about it and truly understand what makes me happy. I decided a while back to take control of my happiness. To rely on others to make you happy relinquishes control on your outlook in life. So I make sure that I have a say in what makes me happy, and things that do not – I rid my life of them. My passion stems from experiences that have occurred in my life that had some effect on my life. Being a multiracial woman oftentimes lends me to have different experiences than most. Whether it’s issues such as the Voting Rights Act being challenged, unarmed African Americans being killed by the police, the DREAM Act, or other situations that involve people of underrepresented groups, I have a passion to act. I take to heart quotes and sayings such as, ‘to whom much is given, much is required’ and, ‘service is what we pay for living’.”

When we spoke at Wakonse, you told me about the important impact your Dad made on your life. Can you name a couple key lessons he provided?

“I was raised in a single parent household. Unlike the norm, it was my father who raised me. He has been one of my biggest supporters and cheerleaders. Since I was in the 3rd grade, my father cared for for my brother and I. He has taught me so much in life, from how to mingle and get to know people you just met, to how to be a woman of Color in a white-male-dominated society, to how to use humor to break the ice. He told me to keep pushing and don’t let what other people think get in the way of my hopes and dreams. I saw his struggles of being a parent while trying to own a business, and of being a parent to a teenage daughter coming of age. He sought out advice from his sisters and other lady friends in his life. But my father had to step up when needed. I will forever be in awe of what he did.”

 10287004_10152438914589534_3993202260772184824_oMe working on Aja’s portrait while we chatted together.

You’re now at California State University-Sacramento working as the Senior Director for Housing and Residential Life. What inspired you to focus your career toward working with students in ResLife situations?

“I love everything about living in the residence halls! I lived in the halls all four of my undergraduate years. Working in ResLife has allowed me to get to know that part of the university from the inside and out. I get to interact with the students in a way that no other Student Affairs person does: while they are in their PJs at home. I get to see them grow into young citizens. Since my research is on supervision, and a large part of Residence Life is supervision, I am able to see how my research can evolve and help prepare student affairs professionals to be the best they can be in this area.”

What do you think is one of the most important issues university students are tackling in 2014?

“One of the most important issues facing students today is the appreciation of differences. I use the word difference in the total meaning of the word: everything that is different. Students are too desensitized to even recognize when something is racist, homophobic, or sexist, etc. Students on our campuses have a unique makeup. They have been using computers their whole life and technology is their way of life; that is all that they know. Interacting with people who are different from them is hindered because of the technology. Technology made the world smaller but actually talking to another human being is a hurdle for them… hence their lack of the appreciation of differences.”

I think you’re into tabletop gaming – at least you were running the show at Wakonse! What’s your favorite board game?

“My favorite board game is really any one that my nieces and nephew are playing. Every holiday season we play board games and I am able to see them learn the process of waiting their turn, reading directions, compromising among each other, and displaying good sportpersonship. It is much more interactive than video games. They are such a joy to be around and I love everything there is to being an Aunt. I will play board games with them for hours and hours!”

~

Thanks for sitting for me, Aja! Your portrait will be on the way soon!

Becoming The Student #17: Mike Seat

photoMike, Pastel on Paper. 14 by 13 inches, 2014.

Mike Seat is a pillar of the community here in Columbia, MO. He’s deeply embedded in the art world here, and has a gentle and calming presence. I’m lucky enough to get to hang out with Mike on the Board of the Columbia Art League where we both serve. He is really a wonderful man who is generous with his time. I always feel recharged after a few minutes with him. When beginning my Becoming the Student series, I knew I’d get Mike in there. Our conversation while he sat for me was so pleasant – and he always feeds me well when I visit! If you’re in central Missouri, get to know this guy.

On What Made Him Come To Art

“As a kid growing up, my dad was a painter and a photographer. I think I picked up a lot of respect for art through him. Then in high school I made art and thought about going to Art School but that didn’t work out. After that I went out into the world, started making a living… and art seemed like just a luxury for me. I didn’t have time to do it. But it was always something that was working within me. I loved aviation and went into air traffic controlling; that was the main thing for me for a long time. In the back of my mind was always a deep respect for painters and sculptors – artists in general – and that stuck with me. After retiring and moving here to Columbia – and one reason we moved here was the art culture here –  I just threw myself into the art community here. One thing I never thought I’d learn to do was wheel throwing pots, but I got to do that right away at Access Arts. That reignited it all for me. I got to sense again that great experience of making art. So after a couple years, especially while volunteering at the Columbia Art League, I started making my own work more seriously. At the At League I got to see really fine artists’ work along side amateurs aspiring to that higher level. That inspired me.”

On The Power of Art

“Making work is always a great experience. That alone is worth it. But having the piece left over as a record is important, too. The icing on the cake is getting to talk to people about it. What moved them. Getting their feedback. And it really is about expression, capturing a moment, sharing the moment, and trying to display the significance of the moment so that when a person walks away from a piece of art they have really experienced something.”

On The Feeling He Looks For In Art

“I really rely on the past. Art is a tradition. I often think about the artists who have made art over the thousands of years of recent history and know that a lot of them are unknown to us… (In terms of specific artists) I do tie in to the Impressionists. I identify with them a lot. They were painting quickly, capturing suggestions, capturing feeling, and opening new territory. I aspire to carry on there. That’s one thing about connecting with other artists; we’re all sort of doing the same thing. We’re all somewhat aware of this other plane of experience. So it’s hard for me to pin it down in words… but for me, sometimes, a single brushstroke can feel make me like I’m so much in the zone – like hitting a tennis ball in the sweet spot – and that immediate emotional feedback you can get from yourself can be so addicting. And what a great joy it is to savor what you see, to savor shapes and colors as they come together to manifest some beauty you’re experiencing. It is, in some ways, like having a very good meal; I could eat up that paint it’s so good sometimes.”

On What Makes A Good Portrait

“When a genuine, honest moment of humanity has been shared.”

You can see Mike’s photographic work beginning at the end of September at Imago Gallery and Cultural Center. Mike will be showing with the ceramist Yukari Kashihara and the show will be on display September 30 – November 7, 2014.  reception for the show will take place on Friday, October 10 from 6-9 PM.