For me, art originated in the dance of Apollo and Dionysus, as Nietzche has said. This means that art was born of the unity of Apollo's analytical skill and intuition in Dionysus' dialectic. It requires abstract knowledge, history, literature, politics, mathematical calculations, and skilled analysis just as much as it requires emotion, intuition, and inspiration. Art turns a converting, a philosophical thought into a shape or form with many instruments and tools to form a pattern.
I can also clearly explain my belief in academic study in this manner because if I were able to understand the past, how the people came before me and lived in this world? How and why they produced art, I could expand my view of creating art in the same way.
Today's techniques can produce exceptional and convert extraordinary assets and unusual body manifestations with digital-based art. We can start by reconsidering the modern sources and familiar images of our time. Starting from the Biblical library of Borges, as well as the private or institutional memories of archiving data, and viewing, boulevards, museums, and cemeteries, which question the reality of the people in Foucault's "mirror," can also be included in this category.
All the disciplines, hand in hand with the codes of complex formations such as sculpting, painting, digital design, 3D design technology, high-resolution design, material engineering, algorithms created by artificial intelligence, digital media regulations, and augmented reality allows us to use images to expand and enhance our memories.
From nature to culture, inspired by the structures existing in the past, new structures can be created in order to understand the concepts and ideas better; I am using all different methods into techniques in my works.
As an instructor, I aim to engage students in acts of discovery as they learn about materials, techniques, and research methods.
Technical skills must always be the balancing factor for knowledge. With these specialized knowledge, students will be able to successfully execute their ideas.
As an interdisciplinary artist, I thrive on inventing new processes to harness early bursts of creative energy. I look to artists past and present who have approach to themes similar to mine to engage with those with whom I may share a language.
Art affects human understanding and interpretation of the world. Art positively helps people make further application of the content learned inside and outside academia.
In over ten years of teaching experience, I have developed a teaching practice focused on infusing into students the improvement of their gifts. I do this by mentoring their developing abilities and guiding them through identifying and pursuing their motivations as artists.
One of the most critical aspects of teaching that must realize is that each student is unique. Individual students are driven by different means and to other ends; therefore, no "one size fits all" approach will match all students' needs. In light of the richness of art education, I employ various pedagogical methods and work to develop individual students' artistic creativity.
I encourage experimentation to discover new ways of questioning, thinking, and producing. My goal is to support and challenge students to find their way of working, solving, and creating problems.
Art has been a visual expression throughout the ages that convey a wide spectrum of tangible and intangible ideas. Art can take the spectator into different times and different worlds.
I want to give them the skills to make quality objects while putting them in the proper context within their life and in relation to art history. I aim to facilitate a deeper understanding, appreciation, and execution of artworks and arts' role within the culture. Combining a more profound cultural awareness and the ability to digest and express complex thoughts ate applicable in art education and essential to living a whole and successful life.
Collaborations with other artists, professors, and students, coupled with an openness to new ideas and concepts, fuel my excitement about the medium and inspire me to share these new ideas. Thus, my role is one of exposing, stimulating, and nurturing the students' mental elaborations with expansions of knowledge by helping them grow in their capacity to monitor and guide their thinking and learning. In short, I help my students to learn how to learn. Viktor Lowenfeld once said, "The teacher's primary role is to expand the students' frame of reference." This means always starting at the level of the student, encouraging them to explore new possibilities and ways of understanding the world.
Frida De Myr, MA, Ph.D, MFA