>> I really love watching students
have those moments of realization.
Where they do something they didn't in a
million years think they could do or would do.
I love it when they gain a broader
understanding of what art could be or can be.
Or what it means to them.
I just like to see them sort
of broaden their horizons.
And students, both majors and non-majors, come
to the department and take courses with me.
They might not become artists, but
they might have a better appreciation
for art and what artists do.
And that's really meaningful.
I think the most challenging thing is to
break through those preconceived notions
about what art is and what artists do.
I think sometimes, if a student hasn't
had an art class, say, since middle school
or high school, it could vary a lot
depending on the school they went to.
That previous experience could have been
really disorganized and not very good quality.
And they could come to an art
class in college expecting to draw
like band art or something; right?
They could have really low
expectations for what they're doing.
And when they come and they understand that
it's a real academic discipline with goals,
that can take them some time to get used to.
Most students find it really rewarding
to think about art at that higher level.
But some students are, you
know, it's unexpected for them.