teaching
Teaching, classroom education and lab-based workshop facilitation is an important part of my practice.
I lead a variety of interdisciplinary and experimental courses in the Graduate and Undergraduate programs at Emily Carr University of Art + Design. Focus is on creative process, materiality, text, sound, performance approaches and writing production, exhibition, and scholarly dissemination. Courses include Media Core, Performance Studios and Graduate Thesis Writing in the Low-Residency program. I was a Drawing and Colour + Design teacher in the foundation program at VCAD from 2020–21.
2023
This course facilitates a broad skill and technical level for students interested in focusing on or incorporating performance art into their practice. It introduces issues relevant to performance art today and facilitates the development of a range of performance skills. Students will acquire fundamental skills in the medium and develop an understanding of various approaches, genres, and methods of dissemination and documentation. Students address various contemporary and historical performance concerns through a series of assigned projects, including some based on duration, collaboration, and personal exploration. Students develop a concept and thematic/subject area into clear and concise project proposals and public engagement. Classes combine performance exercises, workshops, readings, and discussions with individual and group critiques.
This course explores creative expression through media forms such as photography, video, sound and immersive installation. Throughout the course, students will explore iterative processes and creative approaches to practice and play using handheld, mobile and accessible technologies and open-source programs. Workshops focus on experimental approaches to sound composition, animation, photography, video recording, editing and post-production. The course includes lectures, guest workshops, artist talks, critiques, formative exercises and projects that will culminate in a series of immersive artworks.
Critically engaged, research-based creative practices dialogue interacts with historical precedents... This course is designed to support the MFA student’s thesis project and essay in the final stages by providing a platform for the discussion of student research, studio work and professional skills for carrying out and effectively communicating research. By the end of the course students will have presented their work in an open critique, honing skills for effectively engaging in and communicating their research.
2022
This course introduces students of all disciplines to the fundamental principles of design and colour theory, such as layout, composition, and balance as well as the theories of colour and how to use color creatively. These concepts will be presented in theory as well as reinforced through specific practical exercises and activities that will serve to demonstrate how each of the concepts is integrated into good design. Topical coverage includes terminology of design, composition, negative space, colour systems and theory, colour and light, tone, hue, saturation, and value of colour, human element of colour.
An introductory level drawing course designed to have students apply the fundamental concepts of drawing, students will experiment with the use of basic shapes and techniques in drawing simple objects comprised of lines, shapes, forms, and shading patterns. This course will cover the notions of perspective, scale, and proportions and their role in the production of realistic looking drawings. Students will gain an understanding of light source placement and shadow casting and how these translate into a final drawing. Students will also receive instruction on the basics of composition. Students will be able to practice the various techniques learned throughout the course by developing drawings in a progressive manner.
...focuses on the immersive interplay between movement, bodies, light, sound, installation, and digital media technologies. It explores historical and contemporary approaches to performance through various projects, exercises, readings, presentations, and other dissemination.
During the semester, students will work both individually and collaboratively to create a series of experimental projects using various technologies.
...provides a core experience in media. It introduces students to vocabularies, techniques, and methodologies of photography and media arts, including aspects of video, sound, performance, and multi-media installation. Through workshops and in-class studio sessions, discussions, and critiques students will explore a range of approaches and processes that form the basis of media arts. This course will emphasise content, creative process, research, and critical issues in photography and media arts practices, in conjunction with the acquisition of basic technical skills.
As students enter the actualisation phase of the Thesis Project, this course provides the major forum for discussion and critique of ongoing and integrated theoretical and practical work. Regular contributions to the Virtual Studio are required as specific deliverables for this course.
This course is focused on supporting the MFA student in the development of the Exhibition Support Paper and Final Thesis Project Presentations. Through various writing assignments, presentations, and group critiques, you will be asked to examine and take responsibility for the theoretical and artistic precedents you are working with and which influence your creative practice. Class discussions, writing assignments and presentations will help you in the process of contextualising you're artistic research in relation to contemporary issues and debates. Relevant readings may also be added to those outlined below. This seminar is intended to provide a space in which you can continue to develop your own critical writing, while honing skills for effectively engaging in and communicating your research.
This course is focused on supporting the MFA student in the development of the Exhibition Support Paper and Final Thesis Project Presentations. Through various writing assignments, presentations, and group critiques, you will be asked to examine and take responsibility for the theoretical and artistic precedents you are working with and which influence your creative practice. Class discussions, writing assignments and presentations will help you in the process of contextualising you're artistic research in relation to contemporary issues and debates. Relevant readings may also be added to those outlined below. This seminar is intended to provide a space in which you can continue to develop your own critical writing, while honing skills for effectively engaging in and communicating your research.
...an introductory level drawing course designed to have students apply the fundamental concepts of drawing. Students will experiment with the use of basic shapes and techniques in drawing simple objects comprised of lines, shapes, forms, and shading patterns. This course will cover the notions of perspective, scale, and proportions and their role in the production of realistic looking drawings. Students will gain an understanding of light source placement and shadow casting and how these translate into a final drawing. Students will also receive instruction on the basics of composition. Students will be able to practice the various techniques learned throughout the course by developing drawings in a progressive manner.
...introduces students of all disciplines to the fundamental principles of design and colour theory, such as layout, composition, and balance as well as the theories of colour and how to use color creatively. These concepts will be presented in theory as well as reinforced through specific practical exercises and activities that will serve to demonstrate how each of the concepts is integrated into good design. Topical coverage includes terminology of design, composition, negative space, colour systems and theory, colour and light, tone, hue, saturation, and value of colour, human element of colour.
2021
...an introductory level drawing course designed to have students apply the fundamental concepts of drawing. Students will experiment with the use of basic shapes and techniques in drawing simple objects comprised of lines, shapes, forms, and shading patterns. This course will cover the notions of perspective, scale, and proportions and their role in the production of realistic looking drawings. Students will gain an understanding of light source placement and shadow casting and how these translate into a final drawing. Students will also receive instruction on the basics of composition. Students will be able to practice the various techniques learned throughout the course by developing drawings in a progressive manner.
...introduces students of all disciplines to the fundamental principles of design and colour theory, such as layout, composition, and balance as well as the theories of colour and how to use color creatively. These concepts will be presented in theory as well as reinforced through specific practical exercises and activities that will serve to demonstrate how each of the concepts is integrated into good design. Topical coverage includes terminology of design, composition, negative space, colour systems and theory, colour and light, tone, hue, saturation, and value of colour, human element of colour.
This 4-day online series of workshops and creative sessions invited participants to think in new ways about sound as music. Working both independently and collaboratively, they generated a series of short sound works that helped determine the functions of a new website where others can play with visual-to-sound converters, remix their sound contributions and add their own material to the library.
This online studio course surveys the diverse ways sound is implemented as a creative expression in contemporary art practices, installations, soundwalks, public art, theatre, live performance and musical production. Each week explores the crucial role sound plays in the everyday and how it emerges as a strategy to generate new experiences. Throughout the sessions, students work both independently and collectively with DIY tools and other prompts to build and produce a series of experimental sound compositions. Also included are guest speakers who will discuss processes and approaches to sound creation. All levels of experience and creative backgrounds are welcome.
2020
This online beginner level studio course explores a wide range of methods and conceptual approaches to creating electronic sound. Each week will explore how sound emerges and will survey conceptual and methodological techniques used in music, video, sound art, and other artistic production. Throughout the session’s students will develop, critique, build upon and create an audio-based composition or artwork that expresses their creative voice in a temporal form.
This Graduate Research Colloquium aims to be a forum for the building of community, for exposure to diversity of research work and method, for fostering understanding of disciplinary commonalities and differences. The class reflects this by exposing students to a broad range of approaches to methods and research in the areas of Interactive Arts, Design, Science, and Technologies. Through this colloquium series, presentations by SIAT faculty, SFU non-SIAT faculty and outside visitors will be scheduled alongside presentations by students. Where possible, presentations by international visiting researchers will be integrated into the program. The emphasis is on a community of research which includes students. The Colloquium is seen as an important counterpoint to the introduction to the research methods course.
2017
In this hands-on experimental workshop participants explored how to create looping, sound scores using smartphone devices, pedals, tapes, voice, small instruments and intuition. The participants created solo and collaborative pieces comprised of sounds from the landscape, bodies and voice. Techniques and skills learned applied to a wide range of creative projects.
2016
This hands-on experimental workshop explores the voice and natural/urban environmental sounds such as the wind, birds, cars, or refrigerators. Participants created looping, textural sound scores comprised of sounds from the landscape and from their own bodies. Using pedals, tapes, voice, small instruments and intuition, participants created solo and collaborative projects. Techniques and skills learned applied to a wide range of creative projects.
2015
This interdisciplinary telepresence workshop linked four physical spaces, performers and participants through a series of experimental telepresence exercises. The goal was to explore personal, social and environmental forms of presence and how the experience of presence in separate spaces is influenced by the scale, function, sonic potential and accessibility of the space that each person inhabits. Our findings led to new insights about the experience and facilitation of presence at a distance.
2014
This undergraduate class focused on sensory approaches, unlearning techniques, food, performance and community engagement practices. Particular focus was on developing tools for activating, sustaining and expanding creative processes through exercises that helped students embody sharing space, eating and interaction. We led students through various sensorial experiments and discussions in the classroom, offsite and in the studio. The final material was presented to the class.
This workshop introduced participants to a series of experimental vocal and movement exercises that stretched beyond their prescribed confines. Through artistic explorations, lecture demonstrations, theoretical discourse, and active participation, students learned how to explore how to use voice and body beyond words. Particular focus was on improvisational techniques, experimentation, interdisciplinary methods, and group and solo projects. The goal of this workshop was to encourage, liberate and transform participant’s ideas on consciousness, interactions, and help them learn new tools and exercises to connect mind, and body.
2013
This program spanned over one day. Participants ranged in age from 8-16 years old. Through a series movement exercises, students learned about personal space, experimentation, and how to be comfortable in their own body. During these sessions, students worked independently, in groups and pairs to develop pieces that pushed beyond confines, challenged them to perform in front of an audience and to use their voice and body through various experimental exercises, improvisational techniques, and interdisciplinary methods.
2012
This workshop series was organised for participants of S.P.A.C.E. Camp (Skills for Performing Artists through Community Engagement), organised in conjunction with the Safe Amplification Site Society, a Vancouver organization that promotes the legitimacy of music and arts for participants of all ages. This workshop spanned over 1 day and participants ranged in age from 20-40 years old. Students learned how to use their voice and body through various experimental exercises, improvisational techniques, interdisciplinary methods, and group/solo projects and activities. The goal was for participants to feel more comfortable performing in front of an audience and to learn new tools and exercises to connect mind, body, and consciousness.
This workshop spanned over 3 days and was organised by the Downtown Eastside Women’s Organization. Participants were introduced to a series of experimental vocal and movement exercises that stretched beyond their prescribed confines. Through artistic explorations, demonstrations, and active participation, students learned how to explore how to use voice and body beyond words.
This program spanned over one day. Participants ranged in age from 8-16 years old. Through a series movement exercises, students learned about personal space, experimentation, and how to be comfortable in their own body. During these sessions, students worked independently, in groups and pairs to develop pieces that pushed beyond confines, challenged them to perform in front of an audience and to use their voice and body through various experimental exercises, improvisational techniques, and interdisciplinary methods.
2011
This program spanned over 1 week. Participants ranged in age from 8-16 years old and were divided into groups to form a band. I led students through a series of vocal sessions and exercises, which taught students to find their creative voice. Particular focus was to inspire girls to create their own music compositions, and record and perform the final material in front of peers, audiences and teachers. During these sessions, I worked with students independently, in groups and pairs to develop their vocal range, confidence and delivery to pieces to show to an audience.
This program spanned over one day. Participants ranged in age from 8-16 years old. Through a series movement and self-defence exercises, students learned about personal space, how to identify unsafe conduct or interactions and to defend themselves. Students worked in pairs, groups and one on one. During these sessions, students worked independently, in groups and pairs to develop pieces to show to an audience.
This program was composed of local youth ranging in age from 6-16 years old. The classes spanned over 1 week. Participants were divided into various bands and creative pairs to learn how to be part of a creative team, and ongoing experimental processes, full of attempts and failures. Particular focus was on inspiring participants to create their own music compositions, and record and perform the final material. Participants explored various techniques such as vocal improvisation, unlearning practices: performance, dance and movement, public intervention, meditation, intuition training, and zine making. During these sessions, students worked independently, in groups and pairs to develop pieces to show to an audience.
2010
This program spanned over 1 week. Participants ranged in age from 8-16 years old and were divided into groups to form a band. We led students through a series of vocal sessions and exercises, which taught students to find their creative voice. Particular focus was to inspire girls to create their own music compositions, and record and perform the final material in front of peers, audiences and teachers. During these sessions, we worked with students independently, in groups and pairs to develop their pieces to show to an audience.
This program was composed of local youth ranging in age from 6-16 years old. The classes spanned over 1 week. Participants were divided into various bands and creative pairs to learn how to be part of a creative team, and ongoing experimental processes, full of attempts and failures. Particular focus was on inspiring participants to create their own music compositions, and record and perform the final material. Participants explored techniques such as vocal improvisation, unlearning practices, performance, dance and movement, public intervention, meditation, and zine making. During these sessions, students worked independently, in groups and pairs to develop pieces to show to an audience.
This program spanned over 1 week. Participants ranged in age from 8-16 years old and were divided into groups to form a band. We led students through a series of vocal sessions and exercises, which taught students to find their creative voice. Particular focus was to inspire girls to create their own music compositions, and record and perform the final material in front of peers, audiences and teachers. During these sessions, we worked with students independently, in groups and pairs to develop pieces to show to an audience.
2009
This program spanned over 1 week. Participants ranged in age from 8-16 years old and were divided into groups to form a band. We led students through a series of vocal sessions and exercises, which taught students to find their creative voice. Particular focus was to inspire girls to create their own music compositions, and record and perform the final material in front of peers, audiences and teachers. During these sessions, we worked with students independently, in groups and pairs to develop pieces to show to an audience.
This program spanned over 2 weeks. Participants ranged in age and were divided into groups to form a band. Students learned what it was like to be part of a creative team, and ongoing experimental processes, full of attempts and failures. Particular focus was to inspire girls and gender non-conforming folks to create their own music compositions, and record and perform the final material. Participants explored various techniques such as vocal improvisation, unlearning practices: performance, dance and movement, public intervention, meditation, intuition training, and expressive arts practices. During these sessions, students worked independently, in groups and pairs to develop pieces to show to an audience.