I approach teaching and public programming as forums for building collective knowledge. Across my work, I strive towards what Carmen Morsch calls the “critical deconstructive,” positioning education as a mutual process wherein the knowledge of all participants is considered equal while still acknowledging the power imbalances that are often unavoidable in educational or institutional settings.

My lessons are inquiry-based, and I center artmaking as a method for creating knowledge. Together with students, I explore the context of a work's creation and the context in which we experience it, noting differences and finding connections across space and time in an exercise of collectively and non-deterministically making meaning. Through a multimodal approach to teaching and learning, I facilitate multiple ways of knowing and create room for students to critically reflect on the varied impacts that images have on us and the spaces we inhabit. 

In my public programs work, I develop programs collaboratively and from the bottom up, through conversations with audiences and partners. I design public programs as participatory spaces for fostering dialogue, sharing skills, and creating moments of dynamic, cross-disciplinary exchange.

For a selection of sample lesson plans, click here.

To learn more about my work with public programs, click here.

image: Bix guides students in imitating the body language of Laura Wheeler Waring’s “Woman with a Bouquet” while discussing emotion in artwork.