Artist Statement Believing that there is a stark distinction between art and fine art, Jeff separates his work into two categories along those lines; one reflecting and commentating on society from his perspective, and one that makes inquiries about metaphysical phenomenon and artistic practice through physical manifestations of his thoughts and arguments about these phenomena and practices.
Art Drawing inspiration from his combat experiences, Jeff's art focuses on introspective examinations of post-war reintegration in the post-conscription era. Emotions are studied in his pieces by exploiting the inherent characteristics of the materials; his paintings utilize color to convey the preternatural characteristics of war, while his metal and ceramic pieces create provoking juxtapositions between scale and weight. His photographs employ long exposures, multiple exposures, and pastiches of conscription era work to explore the absurd, but ever-present longing for combat.
Fine Art Currently, Jeff's fine art is manifesting in the form of different "apparatus" that illustrate his inquiries about the photographic medium and the persistence (or lack of) thought.
Philosophy of Education W.B. Yeats said, “education is not the filling of a pail, but the lighting of a fire”. His words are an accurate summary of my teaching philosophy. Growing up, I was always confounded by my educational environment. It seemed like an endless cycle of useless facts being crammed into my head, with no attention given to the practical application of the material or my critical thinking abilities. My pail had been filled, but no fire had been lit.
My aim as a teacher is to provide young people with an education that is free from the shortcomings that plagued mine. I believe that the best way to accomplish this task is by creating a safe, nonjudgmental classroom environment that nurtures creative thinking, character building, and cooperation.
To tackle art-specific requirements, I employ a curriculum based on Olivia Gude’s “Principles of Possibility” which are heavily influenced by the pedagogical theories and practices of Artists Joseph Bueys and Sister Kent. My methods, though meeting (and often exceeding) the VAPA standards do so through a more progressive structure that emphasizes discovery and deep thinking rather than the more formal, superficial structure that champions an adherence to antiquated ideas about artistic production and society. I champion the use of play, self-development, community investigation, diversity, and culture to lead students to an understanding of the elements of art and principles of design in the context of their own realties, rather than forcing them to work within the confines of a traditional understanding of art and design.
I have also rethought classroom management. My management style, gained through 8 years of teaching adolescents and young adults from diverse backgrounds and literacy levels while serving as a Sergeant in the Marine Corps, is most aptly described as "warm, but demanding"; I set high expectations and hold myself and my students accountable when they are not met. Accountability is achieved through what I call “teachable moments” rather than more traditional punishments. A teachable moment is a context- specific objective examination of the nature of a given misbehavior. I favor this method because it allows for students to grow and mature from their behavioral missteps; enduring real-time academic criticism of the nature of their misbehavior is punishment enough for the perpetrator. Furthermore, this method avoids the pitfalls of a classroom justice system that mirrors our national structure.
My ideal outcome for my students is that, regardless of the extent of their academic and artistic success, they leave my classroom more analytical, caring, self-reflective, and accepting than they were when they first attended. I feel that possession of these traits, if in possession of nothing else, affords anybody the opportunity to succeed in their future endeavors.