Workshop with Jorge Lucero
(Note from Anne: Jorge Lucero has been a mentor and dear colleague of mine for years. His thinking about art and teaching art has shifted my thinking many, many times and has made me a better teacher as I have worked with children, adolescents, and college students. I’m so looking forward to this workshop. I hope you can come! I’d love to see you!)
Conceptual Permissions for Teacher Posture
Tuesday, August 1, 1:30 – 4:30 pm
Join us for an extra special workshop for educators with I Do artist Jorge Lucero. Looking to his work in the I Do / We Do / You Do exhibition, Conceptual Permissions for Teacher Posture. Jorge will lead participants on an exploration of the expansiveness of art and how to redefine what we do through looking at conceptual artists and their work.
Space is very limited for this workshop so please RSVP to reserve a spot by emailing Katie Taft at [email protected].
And Closing Reception
August 1, 5-6pm
We’re celebrating the talented work of our art educators with a closing reception in the final days of the I Do / We Do / You Do exhibition. We’re excited to have I Do artist Jorge Lucero join us and hope that you will, too!
I Do / We Do / You Do
May 18 – August 5, 2023
The phrase “I do, we do, you do” refers to a scaffolded and interactive method of teaching art. With this method, students move from being instructed, to working collaboratively, and then to working independently. In the I Do / We Do / You Do exhibition, art educators reflect on the intersections of teaching and art making practices. This exhibition includes invited national artists, a collaboration among an art educator research group, and a juried selection of Colorado art teachers. Works reflect the challenges particular to teaching art.
How does an art educator maintain a contemporary art practice while simultaneously teaching and participating in dialogue about the art education process? Jorge Lucero recorded 102 “permissions” that he has pulled from other artists and creatives as concepts to use in his own art making practice. His work titled Conceptualist Permissions for Teacher Posture explores the idea that teaching is an art practice and what happens in a classroom is material for creating art.