Jennifer Mills has her students perform improvisational monologues to build their confidence as artists.
Jennifer Mills has her students perform improvisational monologues to build their confidence as artists.
July 11

Jennifer Mills Innovates “Foundations” Curricula

In “Remember Talent? Does it Still Matter in Arts Education?” published July 8, by the Chronicle of Higher Education, Wall Street Journal critic Peter Plagens outlines the broad restructuring of traditional “foundations” curricula within higher-ed arts education. Plagens highlights the panel discussion “From Bauhaus to postHaus: Implementing a New Value Set Into Foundations,” given last April during the biannual meeting of Foundations in Art: Theory and Education (FATE) at the Savannah College of Art and Design. The panel, featuring SAIC faculty member Jennifer Mills (Contemporary Practices), detailed the growing shift towards collaborative “inquiry based learning” as opposed to more generalized “project-based learning.” Mills, Plagens notes, has her students perform improvisational monologues to build their confidence as artists. The result? An emphasis on “collaboration rather than individual effort, and students' working directly with their bodies and voices to manifest design concepts instead of producing objects separate from themselves.”