Sentences with phrase «position at the art school»

For eight years after 1952 Olitski held undistinguished positions at art schools in New York state.

When DuMond abandoned his teaching position at the art school two years later, Henri replaced him there as well.

Not exact matches

06.30.2015 - School - to - Work Student Receives All - Star Award 06.08.2015 - Career Center Students Earn Perfect Attendance Awards 06.04.2015 - Career Center Automotive Technology Students Succeed in Competitions 05.27.2015 - Students Beautify Burchfield Park in Holt 05.26.2015 - Career Center Offering Summer Camp Opportunities in Construction, Manufacturing 05.22.2015 - Career Center Programming Students Place in Top 10 at National Leadership Conference 05.18.2015 - Three CACC Students Awarded Michigan 2015 Breaking Traditions Awards 05.12.2015 - CACC Offering New Programs, Hosting Information Night Event 04.20.2015 - CACC Students Demonstrate Skills in Year - End Showcase 04.15.2015 - CACC National Technical Honor Society to Host Professional Clothing Drive 04.08.2015 - CACC Inducts First Wall - of - Fame Recipients and Awards Scholarships 04.08.2015 - CACC Health Occupations Students Earn Trip to State Leadership Conference 03.31.2015 - Ingham Intermediate School District Announces Board of Education Openings 03.18.2015 - CACC Students Stir Up Excitement at Michigan ProStart Competition 03.05.2015 - Ingham ISD Announces New Superintendent, Dr. Scott Koenigsknecht 03.02.2015 - CACC Programming Students Move on to State Competition 02.25.2015 - CACC Offering New Programs, Hosting Information Night Event 02.23.2015 - Ingham Intermediate School District Selects Finalists for Superintendent Position 02.16.2015 - Parent Advisory Committee to Hold Transition Fair 02.09.2015 - Candidates to Interview for Superintendent Role 01.15.2015 - Kogut Retires - Ingham ISD Superintendent Search Underway 09.19.2014 - Culinary Arts Program Ranked Amongst Top 50 in the Nation

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poSchool teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool policies

CHAH has full - time music, art and dance teachers (one of whom, the principal was proud to admit, turned down a position at a prestigious arts school to stay at CHAH).

Sierra - Krumrie replaces former principal, Mark Hage who accepted a position as principal at Hollywood Academy of Arts and Science, an «A» school managed by Charter Schools USA in Hollywood, FL..

Respini has held the position of Visiting Critic at both the School of Visual Arts at Columbia University and the School of Art at Yale University.

In between, she earns a Guna S. Mundheim Visual Arts Fellowship in Berlin, a Guggenheim Fellowship, a United States Artists Fellowship; exhibits at the 11th Nicaraguan Visual Arts Biennial in Managua; and accepts an appointment as assistant professor of photography position at School of the Art Institute of Chicago.

2007 GRUPS, organized by Dimitrios Antonitsis, Hydra School Project 2007, Hydra, Greece USA: AMERICAN VIDEO ART AT THE BEGINNING OF THE 3RD MILLENNIUM, Curated by Daniel Birnbaum, Gunnar B. Kvaran, Hans Ulrich Obrist, 2nd Moscow Biennale of Contemporary Art, Moscow, Russia The Lab, curated by Severin Dunser, Austria Into Position, Vienna, Austria NO. 1: DESTROY, SHE SAID, Julia Stoschek Collection, Dusseldorf, GermART AT THE BEGINNING OF THE 3RD MILLENNIUM, Curated by Daniel Birnbaum, Gunnar B. Kvaran, Hans Ulrich Obrist, 2nd Moscow Biennale of Contemporary Art, Moscow, Russia The Lab, curated by Severin Dunser, Austria Into Position, Vienna, Austria NO. 1: DESTROY, SHE SAID, Julia Stoschek Collection, Dusseldorf, GermArt, Moscow, Russia The Lab, curated by Severin Dunser, Austria Into Position, Vienna, Austria NO. 1: DESTROY, SHE SAID, Julia Stoschek Collection, Dusseldorf, Germany

She has held positions at the University of Chicago, Theaster Gates Studio, Monique Meloche Gallery, School of the Art Institute of Chicago, and the Hammer Museum.

The artist has held teaching positions at Cooper Union, Yale University, the University of Pennsylvania, and currently is teaching at The School of Visual Arts.

Alumni from the Art History program have gone on to positions at the Smithsonian, Art Papers, and the Corcoran Gallery, among other art venues, publications, and schooArt History program have gone on to positions at the Smithsonian, Art Papers, and the Corcoran Gallery, among other art venues, publications, and schooArt Papers, and the Corcoran Gallery, among other art venues, publications, and schooart venues, publications, and schools.

She holds a BFA from Pratt Institute and an MFA from the School of Visual Arts, and has previously held positions at the Brooklyn Museum, Brooklyn Children's Museum, and the Heckscher Museum of Art.

He was briefly a student at the Slade School of Art; and, after a stint lecturing on art history in Maidstone, learning the subject as he taught it, he obtained a position in the visual arts department of the Arts Council, then under the benevolent leadership of Gabriel White, mentor to a generation of exhibition organiseArt; and, after a stint lecturing on art history in Maidstone, learning the subject as he taught it, he obtained a position in the visual arts department of the Arts Council, then under the benevolent leadership of Gabriel White, mentor to a generation of exhibition organiseart history in Maidstone, learning the subject as he taught it, he obtained a position in the visual arts department of the Arts Council, then under the benevolent leadership of Gabriel White, mentor to a generation of exhibition organisarts department of the Arts Council, then under the benevolent leadership of Gabriel White, mentor to a generation of exhibition organisArts Council, then under the benevolent leadership of Gabriel White, mentor to a generation of exhibition organisers.

White holds the position of Associate Professor, and is the Director of the MFA program at the University of Southern California's Roski School of Fine Arts.

Professors have come from positions at the Met and the National Gallery of Art, and from schools across the country, and include beloved professor and program coordinator Arthur J. DiFuria, and Petra Richterova, known for her class on Art and Spirituality, and classes on the arts of African countries and cultures.

Michael Mazur (1935 - 2009), Class of 1957, was a talented painter and printmaker, as well as a dedicated teacher and arts advocate who held positions at esteemed institutions including the Rhode Island School of Design, Brandeis University, and Harvard University.

Call me only if you are in the gutter, Grice Bench, Los Angeles, CA Exalted Position, curated by Vlad Smolkin, Peter Blum Gallery, New York, NY Pipe Dream, presented by Night Gallery and Rachel Uffner Gallery, 170 Suffolk Street New York, NY Gallery Artist Group Show, Rachel Uffner Gallery, New York, NY TDW: Three Way Weekend, Blum & Poe, Art Los Angeles Contemporary, and ROGERS, Los Angeles, CA 2015 The John Riepenhoff Experience, Misako & Rosen, Tokyo, Japan Intimacy in Discourse: Unreasonable Sized Paintings, School of Visual Arts Chelsea Gallery, New York, NY Let's Be Real, Projekt 722, New York, NY 2014 The Crystal Palace, Rachel Uffner Gallery, New York, NY QUALIA, FJORD Gallery, Philadelphia, PA 2013 The Room and its Inhabitants, organized by Patrick Howlett, Susan Hobbs Gallery, Toronto, Canada The 2013 deCordova Biennial (with Dushko Petrovich), deCordova Sculpture Park and Museum, Lincoln, MA 2012 Love, curated by Stephen Truax, One River Gallery, Engelwood, NJ Art on Paper 2012, curated by Xandra Eden, Weatherspoon Art Museum, Greensboro, NC Take Shelter in the World, curated by Dushko Petrovich, Boston University Art Gallery, Boston, MA In Plain Sight, organized by Nicole Russo and Lumi Tan, Mitchell - Innes & Nash, New York, NY 2011 The Idea of the Thing That it Isn't, curated by Rachel Uffner, Halsey McKay, East Hampton, NY Channel to the New Image, Friedrich Petzel Gallery, New York, NY Exhibition of Work by Newly Elected Members and Recipients of Honors and Awards, American Academy of Arts and Letters, New York, NY Paper A-Z, Sue Scott Gallery, New York, NY Invitational Exhibition of Visual Arts, American Academy of Arts and Letters, New York, NY Battle of the Brush, organized by Corporate Art Solutions at Bryant Park, New York, NY 2010 The Pencil Show, Foxy Production, New York, NY ITEM, Mitchell - Innes & Nash, New York, NY S (l) umm (er) ing on Madison Avenue, curated by Jo - ey Tang, The Notary Public, New York, NY Kristin Calabrese, Andy Parker, Mary Weatherford, Roger White, Kathryn Brennan Gallery, Los Angeles, CA 2009 What's Bin Did and What's Bin Hid», curated by Ryan Steadman, 106 Green Gallery, Brooklyn, NY Cave Painting: Installment # 2, organized by Bob Nickas, Gresham's Ghost, New York, NY The Audio Show, organized by Seth Kelly, Friedrich Petzel Gallery, New York, NY 2008 The Merits of Silence, Gallery Min Min, Tokyo 2007 Heralds of Creative Anachronism, D'Amelio Terras, New York, NY The Price of Nothing, EFA Gallery, NY 2006 Mystic River, Southfirst, Brooklyn, NY / Arcadia University, Glenside, PA 2005 Kevin Bruk Gallery, Miami, FL You Are Here, Ballroom Marfa, Marfa, TX The Most Splendid Apocalypse, PPOW Gallery, New York, NY Crits» Pix, Black and White Gallery, Brooklyn, NY 2004 Halloween Horror Films,, Southfirst Gallery, Brooklyn NY Summery Summary, 58 N3, Brooklyn, NY 2003 Dreamy, ZieherSmith Gallery, New York, NY Escape from New York, New Jersey Center for Visual Arts, Summit, NJ Late to Work Everyday, Dupreau Gallery, Chicago, IL 2001 Learnedamerica, P.P.O.W. Gallery, New York, NY Tirana Bienalle 1, National Gallery, Tirana, Albania 2000 Columbia University M.F.A. Thesis Show, Brooklyn, NY 1999 All Terrain, Friedrich Petzel Gallery, New York, NY Wight Biennial, UCLA Wight Gallery, Los Angeles, CA 1998 Episode 1, Gair Building, Brooklyn, NY

From 1991 - 2001, Hodge was director of exhibitions and publications at Harvard University's Graduate School of Design, where she also held the positions of adjunct curator of architecture at the Fogg Art Museum and assistant dean of arts programs at the Graduate School of Design.

And from Black Mountain College [Asheville, North Carolina] Josef Albers got the position of director of Yale Art School but Anni was not invited to teach because there were no women faculty members and no one was studying weaving at Yale.

Siena has lectured and held teaching positions at institutions throughout the United States, including most recently in New York at The Museum of Modern Art, in addition to Cooper Union School of Art, Cornell University, Pratt Munson - Williams - Proctor Institute, and School of Visual Arts.

Her artistic practice and pedagogical bent — she is an esteemed professor of painting at the School of the Art Institute of Chicago, a position from which she weilds considerable influence in the city's art scene — has shaped her presentation on the fourth floor of the Whitney, which she has organized as a sort of visual curriculum on various artistic processes and approaches to materiaArt Institute of Chicago, a position from which she weilds considerable influence in the city's art scene — has shaped her presentation on the fourth floor of the Whitney, which she has organized as a sort of visual curriculum on various artistic processes and approaches to materiaart scene — has shaped her presentation on the fourth floor of the Whitney, which she has organized as a sort of visual curriculum on various artistic processes and approaches to materials.

Supporting the mission of the SCAD exhibitions department and the SCAD Museum of Art, a teaching museum, Brielmaier brings academic experience to the position as well, having taught at Vassar College in Poughkeepsie, New York; Tisch School of the Arts at New York University in New York City; and Barnard College / Columbia University.

In 1959 Kiyooka took up a teaching position at the Vancouver School of Art.

He held the position of Artist in Residence at The School of Visual Arts, NY, in the graduate program for computer arts (20Arts, NY, in the graduate program for computer arts (20arts (2008).

Gregory lives and works in Brooklyn and holds a faculty position at Tyler School of Art.

Kruger has held teaching positions at the California Institute of the Arts, Whitney Museum, the Wexner Center for the Arts, The School of the Art Institute of Chicago, University of California at Berkeley and at Los Angeles, and Scripps College.

«Are We Ready for a Cabinet - Level Position for Culture,» Vera List Center for Art and Politics at the New School, USA 1999

He left New York City in 1967 for a teaching position at Cornell University, and then moved to Cambridge, Massachusetts as visiting artist at the School of the Museum of Fine Arts in Boston from 1976 to 1983.

Fabricant has held numerous teaching positions, including at the National Academy School of Fine Arts, Maryland Institute College of Art, University of Hartford, Dartmouth College, Smith College, and SUNY College at Purchase.

Originally conceived by the Michener's former director Bruce Katsiff, these exhibitions were juried from submissions by some of the most accomplished artists in the Philadelphia region, using the experience and skills both of Michener staff members and two distinguished curatorial consultants: writer and independent curator Judith E. Stein and Judith Tannenbaum, who recently retired from her position as Richard Brown Baker Curator of Contemporary Art at the Museum of Art Rhode Island School of Design.

In 2011, Joanne Salley resigned from her position as an art teacher at the prestigious Harrow public school for boys after private topless pictures were discovered by a pupil, circulated among students, and finally picked up by the British tabloids, which dubbed her the «Topless Teacher» — a moniker that stuck.

Employed by the Easel Division of the WPA in New York in 1936, Rothko later held numerous teaching positions at institutions including the California School of Fine Arts, Brooklyn College and the University of California at Berkeley.

Donna Moran, who has served the Fine Arts department in a number of high - level positions at Pratt Institute, has been appointed Dean of the School of Art and Design at Pratt's Utica campus in upstate...

Since his first teaching position in 1967 at the School of Visual Arts in New York, he has been visiting professor at numerous institutions, such as the Staatliche Akademie der Bildende Kunste in Stuttgart, Yale University, Pratt Institute, and Oxford University.

Over the years, he held positions at the Dallas Museum of Art, University of North Texas, and his own Medellín School of Sculpture, now the Creative Arts Center of Dallas, and Southern Methodist University, which owns a large digital collection of his art and papeArt, University of North Texas, and his own Medellín School of Sculpture, now the Creative Arts Center of Dallas, and Southern Methodist University, which owns a large digital collection of his art and papeart and papers.

Previously, Ruhwald was an Associate Professor of Art at the School of the Art Institute of Chicago and has held teaching positions at University of Colorado at Boulder and Nova Scotia College of Art and Design in Canada.

Molesworth has served as a senior critic at the Yale School of Art, and has held teaching positions at Bard Center for Curatorial Studies; SUNY Old Westbury; and the Cooper Union School of Art.

And she has been able to create Video Bomb Houston with support from the City of Houston through Houston Arts Alliance, and the Humanities Resource Center's Public Humanities Initiative at Rice University, where she is an artist - in - residence — a position that allows her to co-teach a new course called Experimental Sound and Video which she created with Shepherd School of Music professor Kurt Stallmann.

He is an assistant professor of art at the State University of New York at Potsdam, and has held teaching positions at Princeton University and Parsons School of Design.

From 1994 -2003 she held the position of Director of the Visual Arts Program at The New School in NYC, as well as having been an adjunct professor and visiting artist at Rutgers University, Long Island University, New York University, University of Connecticut, University of Baroda and elsewhere.

After briefly teaching at the Layton School of Art, where he had been a student 20 years before, and at Michigan State, in 1947 Quirt got a teaching position at the University of Minnesota in Minneapolis, where he would remain until his death.

She has held teaching positions at the Yale University School of Art and Parsons School of Design in New York, among others.

He has taught art history at the University of Minnesota Morris, and has held the position of Curator of Education at both the Munson - Williams - Proctor Institute, Utica and the Museum of Art, Rhode Island School of Design, Providenart history at the University of Minnesota Morris, and has held the position of Curator of Education at both the Munson - Williams - Proctor Institute, Utica and the Museum of Art, Rhode Island School of Design, ProvidenArt, Rhode Island School of Design, Providence.

In 2014, Frazier accepted the assistant professor of photography position at School of the Art Institute of Chicago.

Crewdson, whose resume includes a teaching position in the photography department at Yale's graduate School of Art and various stints in the role of curator, has been the subject of numerous monographs and museum exhibitions of both national and international scope, including a 2005 retrospective at the Kunstverein Hannover.

Currently, she holds the position of Professor of Art at the USC Roski School of Art and Design.

Latham was an important influence for both contemporaries and subsequent generations, not least through his part - time teaching position at St Martin's School of Art.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of developmarts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoSchool, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of developmArts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

In 1933, through the National Socialists, he was dismissed from his teaching position at the Frankfurt School of Applied Arts, a post he had held since 1928.