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Starbuck Teaching Portfolio 2013


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Honoria Starbuck's 2013 teaching portfolio featuring student work in Anatomy, Life Drawing and Gesture, Observational Drawing and Design Fundamentals.

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Starbuck Teaching Portfolio 2013

  1. 1. Honoria Starbuck Teaching Portfolio 2013Art Institute of Austin
  2. 2. Madelyn Honoria Starbuck, Ph. D. 6502 Grover Avenue Austin, TX 78757 512-736-9394 Philosophy I am a student-centered teacher. My teaching philosophy is to facilitate a dynamic classroom learning community with interactive games and group activities. I structure project-based-learning events that develop responsibility and professional communication skills as well as fuel confidence in drawing and design. I respect my students and promote vigorous exploration of personal and professional creativity.
  3. 3. Curriculum Vitae Education University of Texas at Austin Ph.D. 2003 Interdisciplinary: communications, fine arts, and education Dissertation: Clashing and Converging: Effects of the Internet on the Correspondence Art Network M.A. 1997 Instructional Technology/Curriculum and Instruction Thesis: Pedagogical effectiveness of MITs Brain Opera B.A. 1995 Fine Art with specialty in Art and Technology Capstone Project: honoria in ciberspazio: the first Internet Opera Scholarly Research Interests Networked art, art and technology, art foundations, grounded theory for art research Publications Starbuck, H., Pen and letters cartoons, The Letter Exchange, 2011- 2012. Starbuck, H, David Hockney and Ray Johnson mailing art: Essay, September 27, 2011 Starbuck, H., Thesis Honoria - Crashing and Converging: Effects of the Internet on the Correspondence Art Network. TAM-Publications, 2010 Starbuck, H., Live Art Blogging at SXSW 2008, Knut Graf Publisher, 2008 Starbuck, H., (2006). Fluxus: Wanted Dead or Alive. review of Visible Language double issue on Fluxus. Volume 39.3 part 1 and 2, 2005. Review requested by Ken Friedman, Fluxus artist. Manuscript submitted for publication. Starbuck, H., (2003). Collage and grounded theory: Methods to research living art movements. Manuscript submitted for publication. Starbuck, H., (2003). Urban Networks: Mail Art and the Internet. Manuscript commissioned for Courtland Institute of Art, London, England for online exhibition catalog, November 2003. Brazell, J, Kim, N., and Starbuck, H., (2003). Digital Games Forecast. IC2 Institute, University of Texas at Austin. August 5, 2003. honorias life as a mail artist. New Observations. editors Mark and Mel Corroto Issue #126. Summer 2000. Introducing Mail Art: A Karen Elliott interview with Cracker Jack Kid and honoria. Postmodern Culture 3, no. 2, 1993. Web Art Electronic Museum of Mail Art (EMMA) honoria in ciberspazio, the first Internet opera
  4. 4. InterviewsPushing the Envelope: Mail Art and The Eternal Networkby Ada Calhoun, Austin Chronicle (March 23, 2001) Opera Aint Over Til the Cyber-Lady Sings: Honoria en Ciberspazioby Jon Lebkowsky, Austin Chronicle (November 21, 1997) Opera Grows in CyberspaceWired News Mar. 16, 1998 (no author),1284,10946,00.htmlCyborgs and Lava-Lamp Clones? This Must Be an Matthew MirapaulNew York Times on the Web April 25, 1996 Course 521 OSHA Guide to Industrial Hygiene 2005Professional OrganizationsAdvisory Board, SXSW edu 2013, Austin, TXAdvisory Board, SXSW Interactive 2013 Austin, TX!AhHa! Weekly Learning and Teaching Meetup, Austin, TX 2009- PresentNaked Lunch. Monthly Life Drawing with Austin Animators 2010-PresentDr. Sketchy Austin. Monthly life drawing. 2009-PresentAustin Museum of Digital Art, Education Director 1999-2001Pi Lambda Theta, International Honor Society and Professional Association inEducationI.U.O.M.A. International Union of Mail Artists, Officer of Network ResearchAwardsFaculty of the Term Award, Art Institute of Austin, 2009Schoolzone Education selection 2000Global Bangemann Challenge, Stockholm 1999Texas Interactive Multimedia, Outstanding Achievement Award 1998Innovative Instructional Technology Awards Program 1998StudyWeb award for academic excellence 1998Global Information Infrastructure semi-finalist 1998University of Texas Travel Grants for presentations in Italy 1994 and 199
  5. 5. Professional Development Presentation to Faculty January 4, 2013 Adult Learning Workshop 3 hours research and compostion All day faculty workshop – 8 hours SXSW Advisory Board Evaluations November 2012 15 hours Professional Development Reviewed proposals for SXSW Interactive 2013 and SXSW Edu 2013 Presentation to Faculty November 2012 Presentation of Boots to Books Adult Learning Techniques 3 hours research and composition Presentation to Faculty August 2012 Presented a 1-hour workshop called “Nobody expects the Spanish Inquisition” E-class Gradebook Training 1-hour Faculty Development training on strategies for semester grading using the gradebook functions in eclass Crystal Bridges American Art Museum June 21, 2012 Attended the American Art and Hudson River School exhibitions. Crystal Bridges Museum of American Art in Bentonville, AR 3-hours art history professional development EDMC Ethics workshop 45 minutes professional development Completed with score of 100% Boots to Books Webinar Training 8 hours of professional development online training on best practices with veteran students Sessions 1, 2, 3 and 4 June 2012 Culture, Anthropology and Technology in the 22nd Century, aka CAT 22, ACTLab Conference, The University of Texas at Austin April 13-14th, 2012 5.5 hours professional development Printmaking Tutorial April 10, 2012 Professional development: 3-hours Chine-collé printmaking technique. Museum research April 1, 2012 2 hours professional development The Tale of the Crippled Boy, an installation and animation by John Frame at the Huntington. Museum in Portland Oregon. SXSW EDU March 2012 3 days professional development
  6. 6. Teaching Experience Art Institute of Austin, August 2009 – Present - Teach foundations courses and life drawing - Develop comprehensive foundations department final assessments - Serve on Faculty Development Committee Art Institute Online, Art Institute of Pittsburgh, March 2005 - 2009 - Facilitate online art courses in drawing, life drawing, and color theory Austin Museum of Digital Art, Education Director, October 2003 - December 2004 - Create digital art curriculum for youth - Organize K-12 teacher and student participation - Design interactive learning activities for outdoor community events Watercolor Boot Camp Summer 2001 Self-employed art teacher - Create and deliver individualized painting curriculum - Teach one-on-one watercolor painting theory and practice Instructional Designer/Teaching Assistant 1997-1999 Instructional Technology, College of Education, University of Texas at Austin - Designed on-line Masters degree course in collaboration with professor
  7. 7. Professional Experience SXSW Interactive Advisory Board for 2013 - Evaluate proposals in categories "Art and Inspiration + DIY, Hacker, Maker + Work and Career“ Full time Faculty, Art Institute of Austin, - Teach Design Fundamentals, Observational Drawing, Anatomy and Drawing, Gesture Drawing, Fashion Drawing. - Develop assessment tools aligned to course competencies for Foundations Department Adjunct faculty, Art Institute Online, Art Institute of Pittsburgh, March 2005 - 2009 - Facilitate online art courses in drawing, life drawing, and color theory Instructional Designer, Texas Engineering Extension Service (TEEX) August 2005 - 2009 - Evaluate existing OSHA training - Redesign instructor and student instructional materials for Industrial Hygiene course Usability Consultant January 2003 - 2005 Polycot Networks LLC. Austin, TX - Evaluate Web design and content based on needs assessment and prototype testing Development Researcher June 2001-August 2003 Accessibility Institute, University of Texas at Austin - Coordinated development strategies for technology and learning research Coordinator: Convergent Media Lecture Series Sept. 2000-June 2001 Advanced Communication Technologies Laboratory (ACTLab) University of Texas at Austin Online Community Manager, May 1998-June 2000, and, Austin, TX Internet opera director/producer 1995-2003 Advanced Communication Technologies Laboratory (ACTLab) University of Texas at Austin Editor Austin, Texas 1995-1996 National Issues Convention, University of Texas at Austin . . . Additional Experiences - Solomon R. Guggenheim Museum, New York City - Jack S. Blanton Museum of Art, University of Texas at Austin
  8. 8. CA115Anatomy and DrawingStudents draw from anatomical studies and applythe anatomical information when drawing from themodel. In the drawing to the right the student firstdraws from the model then, in a timed quiz, usesthe textbook to identify anatomical landmarks onthe figure.In a variation naming exercise in the second figure,students draw vocabulary as forms, as if anatomicalterms were projected onto the surface of themodel’s body.
  9. 9. CA115Anatomy and DrawingAt midterm students present a body of work.Below is the mid-term presentation of onestudent illustrating 3 specific skills: gesture,foreshortening, and proportion.
  10. 10. CA 233Life Drawing and GestureStudent drawings - Labors of Hercules.Students are challenged to depict parts of awell known myth in a way that dramatizesjust why these stories survive through theages.The first drawing shows dramaticperspective and the use of values and linequality to create a strong narrative image.The second drawing illustrates the power ofrelative size and proportion in thecomposition to dramatize the awesomenessof the small hero Hercules’ Labor in contrastto the huge skeletal heads of Cerebus.
  11. 11. Life Drawing and GestureStudents study the anatomical aspects ofexpression as well as the effects of lighting onthe mood of the figure.
  12. 12. CA 233Life Drawing and GestureThe first drawing is from early in thesemester when students rely on strongoutlines and simple shapes to createvolume, story, and movement whendrawing from the model.In later weeks of the class students are ableto integrate knowledge of anatomy withvarious perspective of the model to show agreater range of mood and feeling as seenin the more fluid drawing.Occasionally the model does notcome.When the model has to cancel andcan’t be replaced the students posefor each other. The class liked thisactivity so much they suggestedadding student posing an eventevery semester.
  13. 13. ART 106Design FundamentalsCreative thinking is a gift. We often as creative thinkers can be distracted by ourthoughts and ideas. We create new and interesting ideas. We have to take thoseideas and harness them into the basic principles of design. We have to scale things sothat people relate, put it into proportion to the needs of our client, and have balancewithin the project, whether that be in our time or in our art we have to create arhythm that people will respond to, emphasize the clients goals, and createharmony. We do so that others will listen and follow. I learned how to elaborate onthe topic of discussion and I learned how to use fundamental design concepts to getmy point across to the customer in a detailed professional manner that isunderstandable to the client. - ART106 student
  14. 14. ART 106Design FundamentalsIn the first chapter of the textbookstudents learn that the creativeprocess consists of Thinking, Seeingand Doing.This hands-on activity for the firstday of class is to create an imageshowing their personal order of thethree elements when creating anew design.Students learn that the content ofthe class is verbal, visual, and activelearning.Three student commentsToday I learned that team work and a viewfrom another person can really help yourdesign...I learned the great relevance of work in a teamthat streams different fields into the designprocess...I learned that there are so many differentinterpretations of kinds of unity... In mycase, my ad showcased unity by repetition inthe feathers of the dress...
  15. 15. ART 106Design FundamentalsDesign Fundamentals students create a blog asa whole semester project. This blog is made upof images students find to illustrate the keyterms and concepts of each chapter of the text.The project is popular with the students as ameaningful form of homework.Confidence rises when students feel the respectI and other students have for their choices ofillustrations. In this project students see theprinciples and elements of design contained inthe works they select. By selecting their ownillustrations the course content is personallycontextualized to make the principles andelements of design easier to remember .Social learning is an important componentwhen students look at and analyze illustrationsfound by other students. "The knowledge Ive gained thus far has helped me distinguish and appreciate work Ive never understood. I can relate to pieces of work I once found too complex and dissect them to understand or feel their message.“ Emelia - ART 106 student
  16. 16. ART 106Design FundamentalsGroups Tip: Make groups in the beginning of the semester deliberately small so that students getcomfortable using the vocabulary of design in conversations. In this case, I made small groupscomposed of different majors. Fashion with graphic design, photographer with animation, etc.Challenge: Since it is near Carnival time I challenged each group to create a design for a Carnival orMardi Gras poster, mask, or costume. We covered the terms "source" and "subject" in the chapter so Ipulled up some images of Mardi Gras in New Orleans and Carnival in Venice, Italy and Rio deJaneiro. We discussed the color theme of New Orleans Mardi Gras (green, purple, and gold) and lookedto see if there was a color theme for Italy. With this quick introduction to different styles for differentCarnivals, student groups set to work with a specific audience in mind -- New Orleans, Venice, or Rio.Outcomes: The students from different backgrounds really collaborated and listened to each other toproduce a product that was the result of team effort. Only one team came in under the 1/2 hourdeadline and were awarded extra points. The other teams hurried to meet the next deadline. Thestudents presented each design and discussed the unity and emphasis in their design as well as how itwas appropriate for the specific Carnival audience. Students also discussed how working with a teammember from another department contributed to the design.
  17. 17. ART 108Observational DrawingWhile doing my homework and the class drawings I started pulling back from mydrawing and analyzing my progress. This right/left mode integration, to me, bringseverything together. It allows me to observe the five perceptual skills and assessthem in order to improve upon certain skills. This “mid-drawing” critiquing hasgreatly changed the outcome of my final drawing.Using the continuous tone technique has changed my approach to pencil drawing.So has using an underhand grip on the pencil and keeping it on the page for longerperiods of time. It is helping me to nudge into the drawing instead of gettingfrustrated when it doesnt look perfect immediately.Ive never tried actually doing texture - I took the teachers advice only adding a littlebit in the important parts and I was really pleased. For homework I tried India inkfor the first time and at first I didnt like when my image was going but I turned myleft brain off and the final product was better than I thought it would be. I also hadan aha! experience when I realize finally that I dont need to find a specific uniquestyle for myself. -- Students in ART 108
  18. 18. ART 108 Observational Drawing Students arrive with a timid view of drawing as a mid-toned outline of an object on a white piece of paper. This timid early drawing of toy shark still life is an example of a drawing from early in the term.As the term progresses students develop thecapacity to interpret shapes and values by usingthe right-brained drawing approach. Photo of folded paper still life Student drawing in white and black pastel on toned buff paper from later in the term
  19. 19. ART 108Observational DrawingStudents learn to work from directobservation to create depth in a drawingthrough the techniques of verticalplacement, value contrast, colorsaturation, and atmospheric perspective. “Overall, my drawings have becomestronger compositionally creating moreinteresting drawings. Through this class Ihave learned two extremely useful skills.These are the ability to use proper lightlogic quickly as well as the ability toobserve and draw without over-thinking.” -- Reid (student)
  20. 20. Comments about teaching from colleaguesBarry Underhill, Art Institute of Austin, former Director of Foundations“Honoria is a talented and dedicated artist and instructor. Her passion comes through in herwork and the work of her students. We are lucky to have her teaching with us.”Luanne Stovall, Instructor at Art Institute of Austin “Honoria Starbuck embodies the most noble qualities that have inspired artistic achievementsover so many years: vibrant spontaneity, fluid imagination, soaring intellect, and the requisitehigh spirits so magnetic to others. I respect her ability to listen and her trained mind forinnovative curriculum design. It is such pleasure to work with Honoria as we design andimplement a new Bauhaus moment in the arts.”Dennis Peterson, experienced Life Drawing model“I want to thank you again for having me as one of your models. Your classes are alwaysinteresting and fun. I am sure your students agree with me that its great to work with anenthusiastic and talented instructor. Youre the best!”
  21. 21. Personal and Professional workDigital and traditional work byHonoria Starbuck Comic characters for trans generational presentation. Business consultant client. -- Winter 2012 Abstract painting done with tai chi sword melds martial arts with visual arts as well as Eastern tradition with Western expressions. - Spring 2012 ZenBrush iPad drawing from Zilker Park dinosaur sculpture Winter 2012
  22. 22. Digital and traditional work by Honoria Starbuck Exhibition as part of the West Austin Studio Tour Spring 2012 Exhibition at Jerry’s Art-a-Rama Summer 2012
  23. 23. Teaching innovationsI produced an illustratedvocabulary video for every chapterof the ART 108 textbook so thatstudent could experience theflipped classroom strategy. Allvideos are linked from the classblog.I created a tumblr for AnatomyCA115 with easy links toanatomical resources.Homework includes playing 2anatomy games with scores above80 at the Anatomy Arcade.Students play a team drawing gameon day one to get to know eachother and to dive into the details ofthe skeletal system in a funcollaborative learning activity.
  24. 24. Faculty Development Plan OBJECTIVES To maintain and build skills in drawing To compile resources for students in my class and make them available as flipped classroom materials. To attend conferences to broaden knowledge of contemporary design and education To increase teaching skills using action learning and adult learning best practices