having my s y a lw a e g early a s but r from an art supplie ly I remembe n o t o n with e. I was y, playing on to creat hands dirt s d n a h y as could get m even if it w , g in h t anything I e m o king s wing or ma a r d s y a lw a r dirt. with food o
Paint, age 2, created at home
My parents were and still are very supportive of art, which has profoundly influenced me as an
artist and art educator. Growing up my brother and I were always provided with art supplies and ample time and opportunities to try
different things and really play with creating
art. My mother was an artist and art teacher Pastels, age 5, created at home
so she waas always creating something and
teaching us. My father, even though a banker, also had a huge influence on my artistic
development. He is a handy man who can never stop building or making something.
Without this environment I truly believe I would not be in the same place I am now.
This shows how our environment, experiences, and people have a great impact on our artistic development. Even further as stated by Smith (1980), not only does our
environment impact artistic development but also culture and socioeconomic status. Different cultures place importance on different skills or things they deem
important. A child growing up in an environment where the arts are cherished and the child has a lot of artistic experiences would be at a much different place
developmentally than a child who is not provided with the materials or experiences.
Thankfully I had great experiences at home when it comes to creating and exploring art. Unfortunately, I did not have as great
experiences when it came to art in school.
Colored pencil, 3rd grade, created at school
A big influence at school I do think is ones peers. Wilson and Wilson (1981) state, “even the youngest draftsmen are
profoundly influenced by each other and by graphic images from the culture” (p. 5). The people around us influence our artistic development as we look at each other’s work. Also the images we are exposed to whether at school or in society.
Halloween art, paint, 5th grade, created at school My teacher wanted me to reproduce the same thing as her example and my classmates but I had at least been taught the beginning concept of perspective and creating depth at home. My elementary school years were all cookie cutter lessons where we focused on reproducing and
holiday art.
Colored pencil and paint, 2nd grade, created at school One teacher who did have a positive impact was my second grade teacher. She pushed each student in his or her own direction and what they were interested in exploring. She left it open and fun and provided any materials we wanted to create the work with. Having these choices and opportunities to create without being told this is what you need to make I think has definitely made me a more selfmotivated artist who wants to explore my own ideas and experiment
Paint, 2nd grade, created at school
te n S ta a i h c ala is d App rt. Th e a d o n i e d tu att a ool I such rsue s h u d c p s a h o h t h ig o I am essors cided f h e o w d r After p d d an an nd ment ople a ersity p e o p l y from e e v a h e Univ t w d a d c i an ist ped rs ience y art ly jum m k c ofesso n i exper r o u p t q c e k a h st wor ic imp ings a icular . My t w y r a drast a a r d p d o t r in ical y artist techn ofesso r d p t in m n e as an n a n a t n O r o ti ork. mpo senta ual w ings i t h p t repre e c e con e th d for xplor e e h o s t u e p m n. iratio ushed p p s n y i l l s rea sa se thi u d n life a
Paint, age 4, created at home
Going to college in the Blue Ridge
Mountains I became even more consumed with being out in nature. I was part of a lot of organizations dealing with
Colored pencil, age 6, created at home
mountain top removal coal mining, deforestation, river pollution, and
sustainability. I have been a raft guide for the past nine years and spend the
majority of my free time outside hiking,
biking, running, kayaking, climbing, etc. While looking through my childhood
artworks I saw this reoccurring theme of
drawing things outside or part or nature. This theme has evolved into different
things throughout the years but is still a prominent part of my work.
I became interested in figurative work while in college and it is still the direction of my work now. I did a
studio internship with an artist Melisa Cadell who
pushed my ceramic work in new directions. I spent a summer working in her studio learning how she
approaches the figure in clay. This had the biggest
impact on my artistic development later on and was an invaluable experience for me as an artist. Even with the figure I have been able to tie in this theme of
nature. I currently work mostly in ceramics but create
surface textures with inspiration from nature, add
“At Rest”, Nth Gallery, Boone, NC. Ceramic, wood, and metal.
natural elements like wood into the figures, play with ideas of deterioration and erosion, and often place the figures in natural outdoor settings.
“Extension”, Catherine Smith Gallery, Boone, NC. Ceramic and wood.
“Natural”. Appalachian State University, Boone, NC. Ceramic and wood.
Burton, J.M. (2009). Creative intelligence, creative practice: Lowenfeld redux. Studies in Art Education, 50(4), 323-337. Smith, N. (1980). Development of creativity in American education: A critique. High School Journal, 63(8), 48-52. Wilson, B., & Wilson, M. (1981). The use and uselessness of developmental stages. Art Education, 34(5), 4-5.