Learning Environments
For sharing ideas, I prefer a university setting. By that I mean, when I am sharing ideas, I like to do so in a university space above all others and when I work in university spaces, I prefer to be there for the purpose of sharing ideas. One without the other is less than optimal.
For over 10 years, I maintained the art shops at UA as a library of processes. I created an environment where students could learn useful, relevant skills in a low-pressure environment. Not just woodworking, welding, and other activities specific to the art world, but also plumbing, construction, wiring, and general maintenance as needed in modern life. My motivation was simple: students will learn these skills here so as not to depend on any exploitative systems or individuals thereafter.
In any facilities management role, observable indicators of increased usefulness and safety often imply more elusive milestones like equity, professionalism, inclusion, diversity, etc. Wherever I go, I make spaces easier, safer, and more predictable. I do this by building tools like drip-bridges for ceramic shell mixers and leak stops for casting. In the woodshop, I build sleds for table saws, tracks for hold-downs at the miter saws, and other tools to make each predictable, safe, and repeatable.
Similarly in demonstrations, I emphasize how personalized, repeatable methods for object-making result in greater productivity, precision, and safety. Even for unique, abstract marks (especially for such things; you don't want to lose them!), an approach that an artist can standardize makes the space easier to use for everyone, as tools and space are less likely to be monopolized. A daily slight-of-hand is necessary, not magic. When things are working perfectly well, most people will not notice; they can focus on their day, their future career, and anything in between. Creating a safe, productive environment entails an enjoyable space, where participants can thrive.
