Ocean Beach – Platinotype
© 2016 Chris Manfield

About my work:

My work within the realm of Fine Art is as empirical as my scientific approach is preposterous. Before pursuing a degree in Fine Arts, I majored in molecular bioengineering. This change in direction was a saving grace for someone who is far too easily tempted by curiosity. Had I not become an artist, I would’ve been a recipe for disaster in a laboratory setting. I often find that there is more meaning and truth in the questions we ask than in the answers we present. I maintain my happiness by nurturing a curious relationship with the natural world. In a perfect world, I want my work to serve as learning opportunities for everyone involved—but the probable reality is that they exists merely as consequences of the big red button I pushed earlier. As the saying goes: f*ck around and find out… After all, the purpose of art is to remind us that life is more important than art.

In regards to Art & Education:

I make my work by drawing inspirations from my personal experience in relation to the world. As an artist and educator, my aspiration is to contribute to the growth of my students and my community. I believe that art has the potential to change, if not the world, then the artists themselves. Because most contemporary institutional arts and education systems are rooted in colonialism, we bear an ongoing ethical and moral responsibility to leverage our resources to foster critical dialogues for liberation. Learning is a collaborative effort, and growth happens when we are inspired to make something we couldn’t have made before, after having our ideas challenged.By engaging in honest discussions that combine passion and critical thinking, artists can collectively discover deeper meaning in their work. To ensure a productive and ethical learning environment, teachers and students must therefore consent to a learning conduct that prioritizes:

1. Health, safety, and growth of participating individuals.
2. Critical framing of the positionality of each individuals in relationship to the knowledge imparted and concerns discussed.
3. Conscious practice of deep listening and empathizing with opinions and ideas.
4. Open dialogues where ideas and opinions can be freely expressed, retracted, and reframed.
5. Safe space where teachers and learners are allowed to make mistakes and take accountability.
6. A space where everyone can be be heard equally.
7. Bridging of classroom learning and real world-application.