GASnews provides an ongoing exchange of ideas and information, and a place for regular communication between glass artists around the world. It is published online via issuu.com four times a year and is available to all current GAS members. Archives are also available in digital and PDF formats. To send in ideas for articles—or to comment to the editor—write us at firstname.lastname@example.org
Current Issue: Winter 2016
The Winter 2016 issue is viewable to the public as a preview of our member benefits. View a full list of GAS member benefits here.
Letter from the Editor:
At this time of the year, many students are occupied with making the final push to wrap up the end of the semester. The culmination of the last few months of experimentation, practice, revelations, successes, and failures are coming into full view (no pressure students!). However, this is a time that not only students but educators are also reflecting on their work and effort.
The winter issue of GASnews is dedicated to exploring how education, teaching, research, and learning impact our community. Our contributors offer a myriad of views that shed light on issues surrounding glass art education on vast levels. Sandra Glascock from the Corning Museum of Glass’s Rakow Research Library talks with Max Erlacher about the educational path he took to become a master engraver. Suzanne Peck reaches out to educators, from workshop teachers to tenured faculty, and looks at how they approach, entice, engage, and potentially convert beginning glass students. Dr. Erin Dickson reflects on her own journey of research that led to her earning a studio-based PhD from the University of Sunderland. Finally, David Schnuckel draws a tangential line between (and a line in the sand on) the institutional and gallery concessions made on deadline extensions and the debasing of professional accountability that is essential to the model of higher education.
Glass education is continuously evolving through the changing models of teaching. The way in which people are introduced to glassmaking inherently has a great deal to do with process and technique. Ultimately, it is the framing of the educational experience and environment that most influences the students’ relationship to the medium.
Our educators often shape the way we approach a medium. While for some it may be the voice that resonates when making a gather of molten glass. As for others, it is the enthusiasm toward experimentation and the embrace of community. Yet, we all take with us a way of looking and thinking about the world through our own personal experiences in education.
-Mike Hernandez, GASnews Editor
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