DRAFT: This module has unpublished changes.

Alexander Rosenberg

Workshop Outline

When I was asked to do this workshop, I began thinking about how to get more reading and writing involved in studio courses, in a very practical / useful way that could directly support a students’ studio practice. I was also looking for an unintimidating form that might have some familiarity and something that many professional artists and designers already use.



-there are no rules It can be like a journal, a research paper, a collection of short thoughts and links to other sites.

-support of all kinds of media students can communicate using not only writing, but images, sketches, videos, sound, etc. Students can videoblog
as well as write.

-students can use any means available to gather and upload images including cell phones, their own computer, etc.
-students can get used to thinking about their work critically as it is being made, and have exposure to the way that their peers are doing so simultaneously.
-Students can comment on each others’ posts and offer suggestions and/or criticism in a less “onthespot” circumstance
-Wordpress and blogging in general is HTML based so develops website building / design skills,and can be used to create artist websites itself.
-Students get used to documenting work in progress.
-The classblog is an effective way to document of the entire semester course and all of the student work produced. It is also a way to see progress in each student and the class in general from the beginning of the semester to the end.
-Many contemporary artists and designers blog about their work, travel, exhibitions, and lifestyles. There are always good examples to look at as models.


Examples of artist blogs and how they use them. Look at examples for potential blogging assignments for students.

  • Alec Soth blogs about travel and exhibitions (magnum photographer) alerts people where he will be gives previews of projects in progress
  • Judith Schaechter blogs about process and always has lots of links to other points of interest. Also hillarious.
  • William Powhida uses his blog as a way to educate a broad audience about political and social issues he is interested in.
  • Miranda July keeps more of a personal journal that happens to be public.
  • My dog writes reviews of other art shows that she visits and connects the work she sees to relevant sources



Examples of past classblogs:


Journaling: Critical Thinking and Reflection through Writing


Class sets up individual wordpress accounts


Overview, step by step

  • Setting up a blog
  • Inviting students
  • using photos from your desktop / imbedding photos from a url.
    embedding video from vimeo / youtube

Potential uses:


Some prompts:


(Michele Kishita)
Journals can be used for each assignment as a way for students to consciously and
actively engage in making by critically thinking and writing about each step in their
process. Depending on the course and purpose, journals need not be limited to paper, but can also be in blog, Tumblr, Digication, or wiki formats.


•Brainstorming What is the problem (assignment) and what are the solutions
(ideas)? Who is the audience and why? What do you want to convey, isolate,
highlight, conceal?
•What person, place, thing, or situation is the inspiration?
•What are the materials and decisions for using the materials? How do the materials help to convey, isolate, highlight, conceal meaning?
•What roadblocks or complications are you experiencing during the process? How do you overcome them – adjust your idea, change materials?
•Reflection – What have you learned from completing this project? What have you
discovered through mistakes, complications, successes? If you had to do the project again, what would you do differently and why? What aspects might you include in future projects and why?


“visit a museum or gallery in the city that you have never been to before. Photograph or sketch one artwork that you respond to and include it in your next blog post.”

first post should be an introduction. Students can post their picture, name, where they are from and their interests.


students can review posts at the end of semester, scanning for recurring language and themes to construct mini artist statement or manifesto.


what do you think about when you are making your work? What problems do you encounter?


What processes do you love / hate? What are some of your sources of inspiration?


Class project:
Set up a blog for a topic of your choice. Enter a post, embed an image from your computer, an image from the internet, and a video from a site such as youtube or vimeo. Choose a design theme from the dashboard that compliments your topic.
collect examples of professional artist blogs (and tumblr?)


Not by artists, but a blog by ART21:


Judith’s blog:


Mira Schor's "A Year of Positive Thinking"


William Powhida:


Creating a class blog using digication / 3rd party blog / Wordpress / Posterous
videoblogging (talking about work)


No talking, but Hockney records his process:



Artist statement / manifesto

analyze / reflect on process / personal statement

Written critique(s)

At the end of semester students will review their collected entries, looking for recurring themes, thoughts, concerns, and use it to create a miniartiststatement
/ manifesto

What did I do today (journalling)
Formal analysis (What physically did I make?)
Inspiration, collecting links references (Our students share great things they find on social media, why not on their class blog?)
Content / context and intent? What is this work about? What parts of it help to create this meaning?
How can students be more critical of one another? Every time students blog, they see the output of the other students. Hopefully this will keep them more tuned in to each others process...
How can students help their classmates be objective?

DRAFT: This module has unpublished changes.

Presenter Biography:


Alexander Rosenberg is a Philadelphia-based artist and educator.  He received a BFA in glass from Rhode Island School of Design and has been fascinated with the material ever since.  After a period of freelance fabrication and assisting several established artists with studio work and research, Alexander went on to MIT to study in a 2-year MS program in visual studies. Here, he continued his investigation of glass as a material, in conjunction with an interdisciplinary artistic practice that crossed over into many other media.  Alexander continues his artistic practice with artist residencies, public performances and exhibitions locally and internationally.  He now lives and works in Philadelphia where he coordinates the glass program at the University of the Arts.


Alexander is the recipient of the 2012 International Glass Prize, UArts FADF Grant, and the deFlores Humor Fund Grant (MIT).  He has attended artist residencies at GlazenHuis in Belgium, Rochester Institute of Technology, and Worcester Craft Center.  He has taught workshops at The Studio at The Corning Museum of Glass, RIT, Ohio State University, San Jose State University, and Salem Community College.  His work has been exhibited in Philadelphia, New Orleans, San Francisco, Boston, Providence, Cambridge, Rochester, Connecticut, Belgium and Denmark.

DRAFT: This module has unpublished changes.