Born 1965, Louisville, KY...
the age of five, many conflicts were evident for me and
I should have been warned that these differences might
be driving forces for sometime. The story has been told
that I leaned forward in the 69 white VW bug and expressed
my desire to become a lawyer and work part time at my
favorite department store, “Tops”. This desire
was one of extreme practicality and GREED. The latter
is the driving force for many toddlers and still serves
me very well today.
It would take years of continual encouragement and suggestions
by many wonderful mentors for me to pursue art as my passion.
As it turns out it was just that, PASSION that allowed
for my creation. Special thanks go out to my two most
important mentors in my life, Sonny and Jan. Without these
two I wouldn’t know what it was like to drive a
backhoe, live in a Mediterranean décor, know the
Beatles and experience the true devotion of a dog.
My pursuit and the desire associated with art making have
turned out to be the best gift anyone could have been
given (most days). As many, I was quite open to suggestion
as a teenager and during this time it was Mildred Fraley,
Millie, who made a lasting impression with a move out
of her high school office to make it my studio. Thanks
Mrs. Fraley for your efforts and my introduction to Murray
State University. May you rest in peace and know that
you have made an immeasurable difference in my life.
I have countless memories, which serve as inspiration,
of the folks who have given strength to my creative voice.
Paul thanks so much for reminding me at the ripe age of
21 that I was the “only #$%&#!!@ 40 year old”
you knew at the time. Georgia thanks for also continually
reminding me to “loosen up” a little and to
everyone that ever encouraged me to enter a show, thank
So here I am almost 35 years later working part time as
a lawyer (not) while still pursuing the dream of a good
toy discount. All of this allows me to know (and gives
me the confidence needed) what to call myself, artist,
furniture maker, sculptor, teacher and now dad.
A desire for better understanding of energies, emotions
and events in and around my life compels me to make
sculpture and furniture. These inspirations may range
from particular sexual/personal energy, an emotion or
response, a particular happening (past, present or imagined)
as well as a real or imagined place/space.
Through an open creative process, which includes many
drawings, I hope the work will develop personality and
uniqueness associated with, but not limited to the energies,
emotions and events that inspired its conception. At
the same time, I want to jog similar circuits in those
that view and use my pieces.
The manipulation of humor, awkward form relationships,
introduction of real or implied function and the use
of color are in response to my existence. These form
and color relationships help me to celebrate humor as
a strong elixir; it heals
passion for discovery through self-expression persuades
me to be an artist and is part of the driving force
that compels me to teach art. I wish to convey this
passion by stressing the vital importance of self-expression
through the Arts. Students should be instructed in a
manner that encourages personal growth and inspires
individual expression through a visual language. This
language of forms should be a contemporary one. The
premise that endless possibilities of expression exist
must be constantly relayed to the student.
I believe the importance of art history and studio classes
lies in the opportunity for the student to develop a
heightened sensitivity for visual compositions while
seeking a new form of critical thinking. This new form
of critical thinking allows the student to develop new
ways of looking at their self and society. I find teaching
especially rewarding when I am able to present projects
and attitudes that stimulate the student to look within
and search for their own expressive language. Students
should be exposed to a mixture of historical, societal
and imaginary possibilities, as well as a variety of
materials, tools and techniques that will enable them
to discover their individual approach to art. History
should also be an important part of art classes, to
help convey humankind’s continuous search for
new modes of personal expression.
Individual attention, encouragement and a very active
teaching/learning process are essential factors in a
successful learning experience. Challenging the student
to question and reevaluate self-expression is another
duty of the teacher. I believe the teacher’s responsibility
to the learning process does not end with the student.
By assuming the role of educator, one should also be
committed to continued self-education. It is necessary
that a teacher of art be productive and active in his/her
creative endeavors. When the teacher stops learning,
so does the student.