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| directory of teaching artists: Judith M. Brand |
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Judy Brand is a visual artist working in watercolor and various water media. Her passion for teaching began at The Hong Kong International School in China (living there from 1998 to 2002.) Judy watched transformation happen time and time again as students listened to instructions for an art assignment, watched a demonstration, and then could barely contain themselves as they excitedly caught the “I can do this” attitude!
Birds and other wildlife are the subjects Judy has painted and introduces to residency projects. Birds of prey seen around the lake in Coeur D’ Alene became the focus for Brand's 3-day residency at a local elementary school. Judy is currently pursuing projects in the Lewiston area. She has the ability to work with all age groups, especially elementary grades, youth-at-risk and seniors. Describe a transformative process that has occurred in your own practice as an artist or in a past residency as a teaching artist. As an art teacher’s assistant at The Hong Kong International School, I watched transformation happen time and time again. Each class, 22 students ranging in age from 5 to 7, would file into “The Frog Pond” (our art room) and settle down. When they heard the instructions for an art project, then watched a demonstration I could see them catch the “I can do this” feeling. After that point it was hard to contain them because they were too excited to listen further...they just wanted to create! I believe for kids, this feeling is an attitude that can be learned anywhere once they have a hands-on interaction, grasp the learning processes and ideas involved. The job of parents, teachers and creative folks within the community is to expose them to a variety of artistic endeavors so this transformation can take place. When have you been able to recognize learning taking place? In that same environment, during a painting session, for example, my task was to offer encouraging remarks, remind students of the concepts, guide a student specifically and answer questions. I could see learning taking place immediately in some, but for others it was the process that was important and not always the outcome. “We don’t make mistakes, just changes”, we reminded them and there was no tolerance for negative remarks. This resulted in exciting and rewarding painting classes where all students felt the pleasure of achievement and their world opened up for them. What excites your imagination and in turn how does your work excite imagination for your audience? I have always felt close to animals, and was surrounded by them as a child. As an adult, I seek expression about them in my paintings the wonder of their being, their infinite beauty and place in our rich environment. Through composition, lighting, accuracy and detail, I like to engage the viewer, sometimes by humor or a story-telling quality in each original work. What characteristics mark a successful collaboration for you? In communication with school faculty or other leaders in an organization, I see it as successful if it is relevant to the group situation within their socio-economic setting. Collaboration with schools means working along side teachers to develop a program, which pertains to what is being taught. If a program I have developed prior to the residency is accepted, I’d still tie into the curriculum and current subject matter in the classroom. With other organizations, such as youth-at-risk and seniors, creativity can certainly be therapeutic, if not healing, and I’d be sure to recognize those needs as well. Other skills such as teamwork, respect for others and cultural understanding are lasting qualities where everyone benefits. How do you foster creativity, both in your own work and as a teaching artist? A steady diet of quality art work, be it from books, videos, trips to museums or reading about the life of successful artists I admire keeps the creative pump primed. The same goes in a teaching atmosphere student need to be exposed to the ‘best of’ in any discipline for an example of what quality work looks like and what they can aspire to. Three key understandings of this discipline are:
Three Idaho Humanities Content Standards that correlate with each of the
core concepts identified above:
Composition, Value, Texture, Line Shape, Form, Design Color: Primary, Secondary, Tertiary, Monochrome, Complementary, Analogous, Triad, and Neutral Color Schemes. Pigment, Luminosity, Vehicle, Substrate Dominate and Subordinate Format, Technique, Expression, Structure, Transparent, Translucent and Opaque. Harmony, Contrast Brushwork- drybrush, wet-in-wet, wet-into-dry, etc. Paper: Hot-Press, Cold-Press, Rough Art Movements: Realism, Expressionism, Impressionism and Modern Art Subject areas outside of the fine arts that relate to potential residency work include: Biology, Earth Science, History, Social Studies Students will understand and appreciate cultures, their own and those of others Skills acquired are: teamwork, confidence, respect, refined observational skills and a positive view of their personal future References
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 Discipline: Visual Art – Painting with Watermedia Phone: (509)758-9883 Email: jdybrand@lewiston.com Website: www.yessy.com/jdybrand Special Populations I work with: All age groups, especially elementary grades, youth-at-risk, adults and seniors. ICA Artists by Disciplines Music Ken Harris Dance Wendy de la Harpe Joy Esplin LiAnne Hunt Norma Pintar Rachel Swenson Theater/Storytelling Joy Steiner Teresa Clark Language Arts Malia Collins Judy Sobeloff Visual Arts Deana Attebery Tom Bennick Judith Brand Sue Rooke Lizette Fife Helen Grainger Wilson Terrie Kralik Jeanne Leffingwell Benjamin Love Linda Wolfe Video/Media Arts Peppershock Media |
 Phone: 208/334-2119 or 800/278-3863 Fax: 208/334-2488 Mailing address: P.O. Box 83720, Boise, ID 83720-0008 Street address: 2410 North Old Penitentiary Rd., Boise, ID 83712 |