A wide shot of a ceramics studio, featuring students working with pottery wheels and other tools.

Andres Luis Hernandez

Associate Professor

Bio

BArch, 2001, Cornell University; MA, 2004, School of the Art Institute of Chicago. Exhibitions: Columbia College Chicago Glass Curtain Gallery; University of Chicago Reva and David Logan Center for the Arts; University of Chicago Arts Incubator in Washington Park; Blanc Gallery; Cobalt Studio; Highland Park Art Center; Museum of Science and Industry; National Public Housing Museum. Projects: Urban Vacancy Research Initiative; Revival Arts Collective; Chicago Park District/TRACE Program. Awards: University of Chicago Arts and Public Life/Center for the Study of Race, Politics, and Culture Artist-In-Residence; Propeller Fund; Cornell University Robert James Eidlitz Travel Fellowship.

Personal Statement

I am an interdisciplinary, creative practitioner who researches and produces critical readings and alternative imaginings of the physical, social, and cultural environments we inhabit. Working both independently and collaboratively, I explore ways in which private and public spaces are used to promote and sustain injustice, and advocate for the equitable planning, usage, and stewardship of public spaces for the benefit of all. This work often takes the form of archival research, writing, public programming, participatory workshops, creative place-making, and ephemeral interventions and performances within the built environment.

The built environment informs my research interests and creative production, and this is due to my initial education and professional training in the field of architecture. While I am not a licensed architect, I consider the interpretation and shaping of space as central to my work. Equally informing my practice is the history, material and visual culture, and creative production of African-Americans during their transitions to urban contexts through the Great Migration, and their struggles against inequity during the Civil Rights Movement and beyond. Lastly, the refreshing inventiveness and creative activism of youth and everyday citizens constantly pushes my understanding of our world, and I am continuously grateful for that.

As a native Chicagoan, I am continuously inspired by the physical landscapes of the city, as well as the social histories of these diverse spaces. Chicago's urban fabric, and the experiences of African-Americans constructing, navigating, and resisting that fabric, are source material for my creative and pedagogical practices. Through community-based work with youth and adults, and independent studio-based practice and research, I position Chicago's built environment as fertile territory for public dialogue and collective social action. In the end, I am interested in connecting citizens to learn about, envision, and create the communal spaces they truly desire for the city.

Current Interests

Over the last several years, absence and emptiness have been themes in my work given my interest in vacancy as a problematic condition in urban contexts rooted in economic crisis: vacant storefronts, vacant homes & properties, vacant land, etc. Vacancy is experienced firsthand through our navigation of urban environments, and secondhand through representations of these spaces using visual media such as photography, film/video and maps. Thus we come to know vacancy both through its physical reality and its visual representation: both work to "fix" our ideas about what was, what is, and what could be within these vacant spaces. What becomes "fixed" through these particular experiences of vacancy are our conceptions of the urban as a space of deficiency, as a space that lacks order, civility, values, stability, etc. These myopic conceptions of the urban birth intervention strategies that set out to "fill in the deficiency gap" in ways that ignore the potential of existing local methods. My interest then is in shifting the paradigm of vacancy from one of deficiency and lack to one of opportunity and imaginative possibility. If we take time to reflect, not on what is absent, but on what opportunities are provided through absence, we position ourselves to be radically creative in re-imagining our communities for the greater good. My work considers how we might move thinking about the urban context as an absent presence to a strategic, present absence.

I address these and other related issues through a variety of speculative and practical means. As part of an arts residency several years ago, I created the Urban Vacancy Research Initiative (UVRI), an ongoing endeavor that serves as both a performative component of my creative practice, and actual qualitative research with human subjects in public settings and exhibition contexts. My work through UVRI revolves around four main activities: collaborative mapping of communities in which vacancy is a significant condition; walking tours within these communities to share stories of what was once present; public forums to gather citizens to discuss critical issues within these communities; and finally, collecting data in the form of interviews, oral histories, public polling, etc.

In 2011, with several close friends and colleagues, I co-founded the Revival Arts Collective (RAC), a network of citizen activists committed to using arts and culture as a catalyst for community redevelopment in Chicago. Through RAC, we have worked collaboratively to increase citizen dialogue and participation in local revitalization efforts using design and the visual and performing arts as catalysts. To date, our work has manifested in Chicago's Bronzeville and Woodlawn neighborhoods, urban areas where many physical and economic improvements were planned, but have unfortunately stalled or slowed to a halt. Using strategies such as civic dialogues, micro-grantmaking, and creative placemaking, RAC considers creative, alternative models to mainstream community economic development efforts, while encouraging active citizen engagement in the process.

Courses

Title Department Catalog Term

Description

This course asks the question, `How can artists cross the street without leaving their art behind?? This class hopes to raise issues of citizenship, creativity, collaboration, community, environment, and the changing roles of artists at the end of the twentieth century and the start of the twenty-first. Students study historical and contemporary examples of how artists have found the time, space, and resources to do and present their work, and how they make alliances with other artists and other communities to achieve professional, cultural, and political goals. Students help plan curricular innovations at SAIC and participate in related activities such as visiting artists programming. They explore the possibility, in part through on-site visits, of establishing or strengthening ties between SAIC and various communities throughout Chicago. Students further develop course themes through substantial written assignments and through applications of these ideas in their studio practice. The goal of the course is to give students the motivation, knowledge, and tools to take an active role as citizens in a multicultural democratic society.

Class Number

1090

Credits

3

Description

This course asks the question, `How can artists cross the street without leaving their art behind?? This class hopes to raise issues of citizenship, creativity, collaboration, community, environment, and the changing roles of artists at the end of the twentieth century and the start of the twenty-first. Students study historical and contemporary examples of how artists have found the time, space, and resources to do and present their work, and how they make alliances with other artists and other communities to achieve professional, cultural, and political goals. Students help plan curricular innovations at SAIC and participate in related activities such as visiting artists programming. They explore the possibility, in part through on-site visits, of establishing or strengthening ties between SAIC and various communities throughout Chicago. Students further develop course themes through substantial written assignments and through applications of these ideas in their studio practice. The goal of the course is to give students the motivation, knowledge, and tools to take an active role as citizens in a multicultural democratic society.

Class Number

2022

Credits

3

Description

What egalitarian ideals have shaped our conception of public education? How has the promise of democratic schools been undermined by white privilege, racism, class-based discrimination, inequitable funding, colonialism, patriarchy, and disregard for the human impact on the natural world? This course builds a foundation for understanding the politics of schooling by exploring the struggle for democratic education in Chicago, contextualized by contemporary global decolonial practices in education. Students will consider how shifting conceptions of schooling are responses to the contemporary cultural moment—recognizing how curriculum supports the beliefs and needs of the status quo as well as how curriculum might critique and propose new ways of being as individuals and as societies. The course explores a broad range of histories, philosophies, and approaches to schooling, including Freedom Schools, Native American boarding schools, transformative justice in education, play and free child movements, teacher-led movements, environmental studies, and the fight to defend ethnic studies programs as well as attempts to re-segregate and privatize public schools. Artists, designers and scholars to be studied include Tonika Lewis, Eve Ewing, Elizabeth Todd-Breland, Jose Resendiz, Borderless Studios, Interference Archive and Alexis Rockman. Readings from the field of art education by Doug Blandy, Laurie Hicks, and Mark Graham will trace the emergence of eco-art and place-based art education curriculum. Field trips include visits to school sites, Chicago Board of Education meetings and exploration of CBOE archives. Course assignments include short response papers and course readings. Students conduct and report on six hours of observations in schools, sites of school decision-making, and in places where people attempt to build democratic processes related to schools. Students will conduct independent research on topics related to contemporary issues and schooling. Each student will prepare and present a culminating project proposal for a school whose curriculum and structures address their political and social concerns and pedagogical vision.

Class Number

1007

Credits

3

Description

What egalitarian ideals have shaped our conception of public education? How has the promise of democratic schools been undermined by white privilege, racism, class-based discrimination, inequitable funding, colonialism, patriarchy, and disregard for the human impact on the natural world? This course builds a foundation for understanding the politics of schooling by exploring the struggle for democratic education in Chicago, contextualized by contemporary global decolonial practices in education. Students will consider how shifting conceptions of schooling are responses to the contemporary cultural moment—recognizing how curriculum supports the beliefs and needs of the status quo as well as how curriculum might critique and propose new ways of being as individuals and as societies. The course explores a broad range of histories, philosophies, and approaches to schooling, including Freedom Schools, Native American boarding schools, transformative justice in education, play and free child movements, teacher-led movements, environmental studies, and the fight to defend ethnic studies programs as well as attempts to re-segregate and privatize public schools. Artists, designers and scholars to be studied include Tonika Lewis, Eve Ewing, Elizabeth Todd-Breland, Jose Resendiz, Borderless Studios, Interference Archive and Alexis Rockman. Readings from the field of art education by Doug Blandy, Laurie Hicks, and Mark Graham will trace the emergence of eco-art and place-based art education curriculum. Field trips include visits to school sites, Chicago Board of Education meetings and exploration of CBOE archives. Course assignments include short response papers and course readings. Students conduct and report on six hours of observations in schools, sites of school decision-making, and in places where people attempt to build democratic processes related to schools. Students will conduct independent research on topics related to contemporary issues and schooling. Each student will prepare and present a culminating project proposal for a school whose curriculum and structures address their political and social concerns and pedagogical vision.

Class Number

1008

Credits

3

Description

This independent study requirement for candidates for the MAAE (Master of Arts in Art Education) or for the MAT (Master of Arts in Teaching) follows either the MAAE course ARTED 6109--Art Education: Thesis I: Research Methodology or the MAT course ARTED 5290--Graduate Art Education Thesis: Research as Social Inquiry. Students produce a thesis that demonstrates a student?s ability to design, justify, execute, and present the results of original research or of a substantial action research project. Students work closely with an assigned thesis advisor, in addition to participating in supporting workshops, presenting at the annual symposium, and defending the work at a final defense panel.

Class Number

2475

Credits

3

Description

The graduate level Thesis Strategies seminar-studio is offered in fall semesters and intended for graduate students in Architecture and Interior Architecture engaged in preparatory research work that will ground and inform the successful development and final resolution of thesis project work in a following semester. The class will offer content on research methods, project structure and execution, and clarify common art and design thesis conventions and research-through-design methods. Professors directing the pre-thesis and research practicum, together with external critics, will respond to core project concepts, the relevance of proposed thesis concerns and questions and help to structure a viable project proposition, a timeline and introduce primary references and case studies so that the final thesis results in a comprehensive integration of research, intent and project exploration. A Graduate Thesis must make a contribution to the field and will be defended within a critical and reflective academic environment. The Thesis Strategies course prepares graduate students for this responsibility and allows for the translation of research into a personal position and informed platform from where thesis project work will develop. Student performance criteria (SPC) that address the most recent National Architectural Accreditation Board (NAAB) requirements will be highlighted and form part of the coursework outcomes. Readings, textual and visual case studies will vary, but always provide the background and theoretical grounding for individual research-through-design explorations and the crafting of a critical theoretical position. Outcomes are a cumulative archive of the process of problem analysis, critical reading and discourse, and the initial design problem exploration. Combined, this body of work are the synopsis of insights into facts and ideas ? all being shared through text, diagrams, drawings and abstract models.

Class Number

1021

Credits

3

Description

Thesis studio asks students to determine and research an original problem with pertinent issues, and design an innovative response to some aspect of architectural production. Course Goals and Objectives 1) Give individual students the opportunity to discover, define, and research a significant aspect of architectural production in depth. 2) Develop a personal approach to an important issue of contemporary significance to the field of architecture and communicate it concisely. 3) Work with originality, clarity, and high production values at the end of an architectural education.

Class Number

2263

Credits

9