September 2022
Dear Students,
It is an artist’s responsibility to uplift the work of others. This responsibility requires building trauma-informed collaborative spaces for sharing and learning that continually work to be inclusive and equitable for all. It is my intent that people from diverse backgrounds, identities, lived experiences and perspectives be well served by spaces that I have a hand in building. As a first-generation college graduate and as a queer gender non-conforming person, I understand first-hand, the harm that can occur in non-inclusive learning environments. It is my commitment to cultivate a sensitive environment where you see parts of your experiences reflected in course content and feel your learning styles are celebrated. My training in Inclusive, anti-racist and trauma-informed pedagogy, somatic movement, community organizing, and multipartial facilitation will assist us in creating and maintaining such an environment.
When sharing the work of artists and contextualizing art movements, I will expose you to local, national, and international perspectives from contemporary artists and thinkers in varying stages of their careers alongside historic notables. I prioritize sharing work that has been scarcely recorded in art history or eclipsed by more dominant narratives. Much of this work is sourced from archives of artist-run collectives and initiatives that may be difficult to access otherwise. Some of the artwork we will look at will be challenging. Please be open and patient. I will give content warnings to the best of my ability. If specific course material causes you discomfort, take personal responsibility and take a break. Please contact me shortly thereafter so we can talk about the material. Communication is always welcome. You will never be penalized for expressing any uneasiness or disagreeing with me.
We often create a glossary of gestures used in critique that nurture a receptive atmosphere. For example, some may be more receptive to seeing this gesture that translates to “get to the point” rather than hearing someone say it.
Learning is not exclusively a cerebral endeavor. We will use our whole bodies to learn, process information, and express ourselves. I often lead somatic exercises that de-emphasize verbal language as the primary way for our group to communicate. Somatic exercises help us to better understand the power dynamics unique to our group, negotiate difficult course content, and develop tools to make the space more equitable. Somatic exercises will always be scaled to multiple ability levels so that all can participate. Please be open and patient.
My courses nimbly build trust and prioritize play. I position myself as someone who will lead our time together, rather than assume the role of the “all-knowing authority” in the room. Our collective experiences and perspectives are resources that benefit all of our learning. You will share in the decisions that create our space of study. These decisions may include how we give and receive feedback, how curriculum evolves over the semester and how we arrange classroom furniture. In addition to building a sense of community, this approach builds confidence and encourages self-advocacy. I invite you to be generous, participate fully, communicate, take risks and have fun. I am looking forward to what we create together!
Sincerely,
Sandrine
For more info, read my TEACHING PHILOSOPHY