Studio Values
Teaching and mentorship in the studio extend beyond technical skill. They rely on a framework of shared values that sustain learning and foster growth. Three central commitments guide every engagement:
Safety – Clay work involves tools, equipment, and processes that require clear attention to safety. Instruction emphasizes practical studio habits such as proper ventilation, tool handling, and kiln operation. Safety is approached not as a restriction but as a foundation that allows experimentation without unnecessary risk.
Curiosity – Learning flourishes when questions are encouraged and exploration is welcomed. Workshops and mentorship settings invite participants to test ideas, explore variations, and push beyond what feels familiar. Mistakes are not framed as failures but as necessary steps in discovering new possibilities.
Respect – A studio thrives when every participant feels their contributions are valued. Respect takes the form of attentive listening, constructive critique, and an acknowledgment of diverse perspectives. Respect also extends to the materials, tools, and traditions of the field, balancing innovation with appreciation for history.
These values shape a studio culture where participants feel supported in taking risks, where technical rigor is balanced by openness, and where collaboration becomes as important as individual practice.
Workshop Formats
Workshops are designed to accommodate different learning styles and goals. While formats vary depending on context, three approaches form the core of teaching practice:
Demonstration – Live demonstrations allow participants to see techniques in real time. They are paced to highlight both the mechanics of process and the thought behind decision-making. Demonstrations often spark discussion, with pauses for questions and reflection.
Hands-On Practice – Working directly with clay is essential. In hands-on sessions, participants engage immediately with materials, trying out methods and testing approaches for themselves. Instruction adapts to individuals, providing guidance where needed while encouraging self-directed exploration.
Critique and Dialogue – Critique sessions foster critical thinking and help participants develop their own artistic voice. Emphasis is placed on supportive dialogue rather than judgment, cultivating an environment where feedback is both constructive and actionable. Participants are encouraged to articulate intentions and reflect on outcomes.
Workshops may range from focused single-day sessions to extended multi-week engagements. Short formats emphasize exposure and experimentation, while longer programs allow deeper immersion, sustained projects, and ongoing mentorship.
For Institutions
Inviting a teaching artist into an academic or community setting brings benefits that extend beyond individual technique. Institutions can expect participants to:
- Gain exposure to new processes and methods that expand their technical repertoire.
- Develop critical language for discussing form, surface, and context.
- Strengthen problem-solving skills through guided experimentation.
- Experience a supportive learning culture built on safety, curiosity, and respect.
- Leave with strategies they can continue to adapt in independent practice.
Institutions also benefit from the dialogue that visiting artists bring—fresh perspectives, contemporary approaches, and connections to broader networks in the field. Each engagement is shaped collaboratively with the host institution to ensure alignment with curricular goals and community needs.
For Students
Preparation helps students get the most out of a workshop or mentorship experience. Participants are encouraged to:
- Arrive with an open mind, ready to test new ideas and embrace unfamiliar methods.
- Bring a sketchbook or notebook to capture questions, notes, and reflections.
- Prepare by reviewing their own past work to identify areas of interest or challenge.
- Expect a balance of structured instruction and open exploration.
Students should also be ready for active participation: engaging in discussions, offering feedback to peers, and sharing insights from their own experiences. The studio is not only a place for acquiring skills but also for developing a reflective practice and cultivating artistic community.
Expectations are set at the outset of each workshop, with clear communication about goals, safety, and the rhythm of each session. Students are reminded that growth takes time and that workshops are a starting point rather than a final destination.
Past Engagements (Selected)
Over the years, teaching and mentorship have taken place in diverse settings, from intimate community studios to nationally recognized art centers. Selected venues have included:
- Archie Bray Foundation for the Ceramic Arts – Workshops that emphasized both technical skill and personal expression within a historic clay community.
- Red Lodge Clay Center – Engagements that combined demonstration, hands-on learning, and critiques with emerging and established artists alike.
- Arrowmont School of Arts and Crafts – Immersive workshops designed for participants from varied backgrounds, fostering cross-disciplinary dialogue.
- Anderson Ranch Arts Center – Residencies and teaching sessions that encouraged sustained experimentation and exchange among artists.
Beyond these specific institutions, workshops and mentorship opportunities have been offered in university ceramics departments, regional craft schools, and community-based programs. Each setting shapes the teaching approach, but the underlying values remain constant.
Initiating a Conversation
Teaching and mentorship thrive on dialogue. Institutions seeking a workshop leader, students considering participation, or individuals curious about mentorship are warmly invited to reach out. Each engagement begins with a conversation—about goals, context, and the possibilities that can unfold in the studio.
To begin, please visit the Contact page. You may also wish to learn more about the artist’s background on the Biography page or return to the Home page for an overview of current work.