Kenneth Shorr, retired faculty member, dies at 73

Acclaimed photographer and artist Kenneth Shorr, a retired associate professor at the University of Arizona School of Art, died March 5 in Tucson. He was 73.

Shorr, who received three NEA Photography Fellowships in his career, taught as a tenured faculty member at the School of Art from 1985 to 2012 after earning a BA from Arizona State University and an MFA from UCLA. His work is held in the permanent collections of the Center for Creative Photography and the Art Institute of Chicago, among others.

“Ken’s own artistic production was prolific and eclectic — photographs, books, performances, videos, screenplays, altered album covers — all provocative and challenging and moderated with wit and humor,” said Professor Emeritus Joseph Labate, who chaired the photography program in the School of Art from 1996 to 2014.

Kenneth Shorr (left)

Shorr “was hugely influential on students, and they loved being in his classes,” Labate said.

Some of those students left heartfelt remembrances on Shorr’s Facebook page. “What a wonderful person, and a talented man,” wrote Rebecca Horton, a 1998 BFA graduate in Studio Art. “He had such a huge impact on my life as a photographer and student.”

In 2013, Shorr presented a retrospective exhibition, “Action through Redaction,” at the Museum of Contemporary Art Tucson. The show was “a view into the artist’s mind, in his own words, ‘An obsessive, pathological dialog with myself,’ ” MOCA wrote.

“Shorr employs a biting wit to examine diverse subject matter,” MOCA continued. “Nothing is immune to the scrutiny of his arched brow: the influences and abuses of the mass media; familiar cultural images not excluding arcane yet disconcerting racist cartoons; clichés of government bureaucratic culture; the dark psyche of corporate idealism; or what he refers to as ‘the idiotic tautology of the politician’s stump speech.’ ”

Also a playwright, a manipulator of found objects and a large-scaled muralist, Shorr exhibited his work at the New Museum in New York, the Walker Art Center in Minneapolis, Whitney Museum of American Art in New York. His video performance work was shown in La MaMa in San Francisco and the California Institute for the Arts, and three of his plays were presented at theaters in Chicago.

He arrived as a visiting artist at the School of Art in 1984, when Labate was a graduate student. Shorr was on Labate’s thesis committee.

“Although Ken was making very different work than mine, he showed insight and offered highly valued thoughts on my work and he was exceptionally supportive,” said Labate, a 1986 MFA alum. “I witnessed him doing the same during critiques for other students, both grads and undergrads and including all the studio arts.”

When the photography program moved “into the stark institutional basement of the newly built art annex — long empty halls with doors along the way — Ken showed up one day with two radio-controlled race cars he bought at Radio Shack,” Labate said. “We would race them up and down that hall until they eventually stopped working. He made teaching fun.”

Some of Shorr’s work

 

Altered LP covers (1994-2013)
Altered LP covers (1994-2013)
Transparencies (2010-2013)
Transparencies (2010-2013)
Untitled from the series Ornamentation for the Marginalized
Untitled from the series Ornamentation for the Marginalized
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In retirement, Labate and Shorr would often meet and share thoughts on each other’s artwork — and life in general.

“Ken had a most brilliant mind and an unmatched sense of humor,” Labate said. “He will always be a presence in my head and heart.”

As a nod to Shorr’s sense of humor, the family listed his cause of death as “osteoflambosis.” The family also took out a short, whimsical obit in the New York Times on March 14. It read: “Shorr, Kenneth. March 2, 1952 – March 5, 2025. Photographer and redactor. Famed supernumerary. Lover of gewgaws and penumbras. Beloved and not to be fauxgotten.”

Shorr is survived by his wife, Alisa Eve Ziprin Shorr; son Reuven Eliot Shorr; grandsons, Elijah Nogales and Benjamin Shorr; sister, Linette Moore (Terry); and nephews, Charles Joaquin Moore and Cassius Mojave Moore. His other son, Ezra Storm Shorr, died in 2014. Alisa Shorr is a 1977 School of Art graduate in Art History.

Services were held March 9 at Evergreen Mortuary.

More about the artist

Student’s time as wildland firefighter shapes exhibition

In Alexis Joy Hagestad’s new solo exhibition, viewers can walk through a fictional burned forest, watch a video with a fire map of the western United States and listen to trees moving and creaking in the wind.

“This Forest Remembers Fire” not only explores the effects of fire suppression in the United States in the face of climate change, but it also allows the School of Art graduate student to reflect on the death of her beloved grandmother in 2017, when Hagestad started working as a seasonal worker in Montana battling wildland fires.

“Fire can be remembered in forest ecosystems as both a destructive force and a catalyst for renewal,” said Hagestad, part of the school’s Photography, Video and Imaging graduate program, ranked third nationally by U.S. News & World Report. “I wanted to create a space where people can reflect on fire’s dual nature and how grief — a feeling we all experience as humans — is also part of the lives of other species within our ecosystem.”

Hagestad (she, they) received the school’s 2024 Marcia Grand Centennial Sculpture Prize, which provides an MFA-seeking student with up to $10,000 to support completion of work in the sculptural/3D arts. The annual award is sponsored by Grand, a generous donor who funded the First Year Experience program and other school renovations.

“This Forest Remembers Fire” — on display at the Lionel Rombach Gallery from March 18 to April 18, with a March 21 reception from 4-6 p.m. — features Hagestad’s photographs of isolated, burned tree structures printed on kozo paper and arranged to allow viewers to walk through the space, resembling a forest.

Alexis Joy Hagestad

The installation also features a zine and a video. The zine explores two realities, one where a wildfire has just happened and the other many years after a wildfire. The video presents a fire map created from satellite images of fires that have occurred over the years in the western United States.

The map also includes an audio element: the sounds of trees moving and creaking in the wind, captured using contact microphones. “When layered together, the audio resembles the sound of fire, which I found interesting in the context of a forest remembering fire,” Hagestad said.

Family influence

Growing up in Missoula, Montana, Hagestad witnessed fire season every summer.

“Smoke was constantly present,” she said, so much that it burned her eyes and diffused the sun, transforming the landscape by making it darker.

Her stepfather, Dan Martin, introduced her mother, Monica Martin, to wildland firefighting. The two run Aries Fire Service in Florence, Montana.

Hagestad followed in their footsteps and joined the wildfire effort after graduating with a BFA in Art from the Savannah College of Art and Design in Georgia in 2016.

“After the death of my grandmother (Mary Wasson), to whom I was very close, wildland fire and the community involved in wildfire became a space for me to grieve,” Hagestad said. “And in the wildfire community, you meet some of the best folks around.

“As I worked through my initial grief of losing her and look back on those moments now, I realize that it was just what I needed. Being in that field and engaging in the labor and demands of the job helped me understand myself better and the person I was becoming after her passing. Grief changes you, and I felt like I was growing into a whole new person, a person shaped by her death.”

Thoughtful installation

School of Art Galleries Director lydia see, who helped advise Hagestad during the planning of “This Forest Remembers Fire,” was not only impressed with the grad student’s knowledge of wildfires but also with her sense of empathy.

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“Alexis has approached this installation thoughtfully, with deep reverence for the subject matter and keen attention to the experience of the gallery visitor,” see said. “I’m excited for this iteration to be on view in a controlled setting, and then to be pushed outside the gallery walls in other forms in the future.”

Hagestad’s photographic prints depict the trees as isolated forms and stripped of their original locations. “Therefore, they could exist anywhere,” she said.

Meanwhile, the fire map’s images in the video overlay one another to form a new map that visualizes the history of the fires. A red line on the map represents the fire boundary, an average derived from actual fire boundaries combined with online data. “The map was inspired by an Introduction to Cartography class that I took last spring in the School of Geography,” Hagestad said.

Although she admits being “no expert or scientist in the field,” Hagestad said her time working in the wildland — and her childhood spent exploring public lands and national parks with her mom and sister — had a major influence on her artistic research.

“Wildfires are dangerous, especially as homes encroach on natural areas, leading to devastating impacts on communities,” the photographer said. “However, there is such a thing as beneficial and good fire. Indigenous peoples used fire to manage their lands before colonization. Many cultural burning practices were banned after colonization, and suppression became the policy.

“Many researchers in the field realize now that reintroducing Indigenous fire management practices is essential for healthy ecosystems, and using controlled burns can help clear underbrush and promote specific plant growth. These burns can help save our forests from catastrophic wildfires.

“This is also one of the reasons why I decided to title my show, ‘This Forest Remembers Fire’ — because it does. Fire, metaphorically speaking, is written in some forests’ DNA. Just as fire and grief are written in our DNA as human beings, to be human is to experience grief, a feeling we all share no matter our upbringing.”

Growing as an artist

At an early age, Hagestad said her mother “taught us the importance of the natural world” and how “being connected to nature is essential to being human.”

At Big Sky High School in Missoula, Hagestad said three teachers helped push her to grow as an artist and a writer: art instructor Dan Degrandpre, who also taught Hagestad’s mom years before; the late Lorilee Evans-Lynn, a literary magazine adviser; and R. David Wilson, a Spanish teacher who also is an artist. “I wouldn’t be the artist I am today without them,” she said.

At the Savannah College of Art and Design (SCAD), Hagestad learned the importance of creating conceptual projects, which gave her “a great foundation in photography,” she said while praising faculty members Tom Fischer, Zig Jackson, Craig Stevens, Rebecca Nolan and Jacklyn Cori Norman.

In pursuing her MFA, Hagestad chose the University of Arizona School of Art after being impressed by previous and current students in the program and the faculty, including Sama Alshaibi, Ellen McMahon, Yana Payusova, Marcos Serafim, Martina Shenal, David Taylor and Cerese Vaden, along with see. “Their guidance and support have profoundly shaped my voice as an artist.”

“I came to the U of A because I wanted to be part of an artistic community,” Hagestad said. “I’m thankful to have such an amazing and supportive cohort of peers. I genuinely do not know what I’d do without them.”

After earning her MFA, Hagestad hopes to teach at the college level but also to “continue discovering my voice as an artist and keep creating and growing.”

In the meantime, she hopes the people who see her exhibition reflect on how fire plays a vital role in healing ecosystems.

“Learning to co-exist with good fire will ultimately benefit us and the future of our ecosystems,” Hagestad said. “I hope the audience can walk through this fictional forest and recognize that their own grief — whether it stems from the loss of a loved one or ecological concerns — does not make them alone in their healing journey.

“Just as a forest takes many years to renew after a wildfire, so do our personal healing journeys as we navigate our feelings of grief.”

More about the artist

Field-study class sees borderlands with ‘new lens’

After they found discarded passports near the U.S. border wall with Mexico, graduate students and Professor David Taylor from the University of Arizona School of Art decided to create signs in different languages with the message: “Keep your passport | Guard your papers | Save your identity.”

“In only 15 minutes, we saw some 20 passports from all over the world, from places like Nigeria, Congo, Bangladesh, India and Cameroon,” Taylor said. “It’s a strategy, on the advice of the cartel guides, for migrants to have a better chance at pleading asylum. But border humanitarians maintain there’s no scenario in which that helps people. In fact, you want to have your documentation.”

So, in November, Taylor typeset poster boards in a dozen languages with an accompanying graphic designed by Assistant Professor Nicole Antebi. Some in the class then helped him post the signs at the end of the border wall, east of Sasabe, Arizona.

Professor David Taylor, far right, and graduate students traveled to the border wall in November. (Photo by Colin Blakely)

The project was just a small part of Taylor’s field-study graduate class (ART 504), which lets students explore the Sonoran Desert borderlands and understand its ecology, people, history and narratives.

His fall 2024 course, titled “Border as Network,” included weekend field trips to Southern Arizona and Sonora, Mexico — including the San Rafael Valley, Bisbee and Naco, Ambos Nogales, Patagonia and Hermosillo. Students also visited San Xavier del Bac and barrios in downtown Tucson, toured museums and attended several photography and art lectures.

“I grew up in Tucson and have been to a lot of these places before, but I was really excited to take this class because I wanted to see them through a new lens … and really understand the systems that make up the border,” said Porter McDonald, one of a dozen grad students in the course.

MFA student Andrés Caballero, a Fulbright scholar from Mexico City, took photos in Nogales for an earlier fellowship project about Lucha Libre wrestling. Going on the field trips in Taylor’s class also helped Caballero “put a face” to the borderlands, rather than relying on information from others that could be inaccurate or biased.

Students and Professor Taylor assemble signs at the border. (Photo by Beihua Guo)

“You don’t understand what the spaces truly look like until you’re there,” Caballero said.

At mid-2024, the United Nations Refugee Agency database estimated there were 122.6 million people forcibly displaced worldwide because of persecution, conflict, violence, human rights violations or events seriously disturbing public order — including 37.9 million refugees and 8 million asylum seekers.

“You don’t have a yardstick for global migration until you’re standing at the end of the border wall, and you realize that you’re surrounded by hundreds, if not thousands of passports that people discover,” Taylor said.

The professor typeset signs in Bengali, Italian, Nepali, Sudanese, French, Spanish, Russian, Portuguese, Thai, Lao, Chinese, Arabic and English.

After seeing the discarded passports, a student “said this amazing thing to me,” he recalled. “What does it mean for somebody to travel around the world and shed their identity in this spot?”

That statement helped Taylor realize the emotional impact his class has had on his students — and himself.

U.S.-Mexico border (Photo by Beihua Guo)

“The trips are a real bonding experience for the students,” he said. “It can be very heavy content, but within that, it’s a real joy and privilege to get to work with them.”

Taylor is part of the School of Art’s Photography, Video and Imaging program, which is ranked third in the nation by U.S. News & World Report. He holds the experiential learning course every three or so years.

Students plan to showcase their work from the fall 2024 class in a public presentation, “Border as Network,” Aug. 9-30, 2025, at Pidgin Palace Arts, 1110 S. 6th Ave. The reception is Saturday, Aug. 23, at 7 p.m.

“There’s a lot of writing, photographing and sketching happening,” said Taylor, whose past classes included trips to Tijuana and Winkelman, Arizona, which would have stayed a border town if not for the Gadsden Purchase in 1854, when the U.S. acquired southern Arizona from Mexico.

The field trips help students become “seasoned border travelers” and can inspire future MFA thesis projects — such as those by acclaimed Southwest-based artists Bella Maria Varela (MFA ’21) and Mariel Miranda (MFA ’23), he said.  

The course parallels Taylor’s own research projects. Awarded a Guggenheim Fellowship in 2008, the photographer and now associate dean for the College of Fine Arts has focused on the borderlands’ nature and changing circumstances for over two decades.

In 2023, he helped launch a public archive, “Detained,” containing the stories of asylum-seekers and undocumented migrants incarcerated in Arizona. In 2024, his installation “Complex” also documented the industrialization of borderland security regimes.

“The whole class is about unflattening the narratives of the U.S.-Mexico border and the Sonoran Desert borderlands,” Taylor said, “whether it be environmental, the history of labor and mining, Buffalo Soldiers and their role in the settlement or conquest of the West, or trips to San Xavier del Bac and thinking about Spanish settlement, or going to the barrios in downtown Tucson and learning about urban renewal in the 1970s and the dislocation of the barrios.”

Here’s a closer look at some of the field trips:

San Rafael Valley

Students and Taylor camped here, not far from the border in eastern Santa Cruz County. With rolling hills, native grasslands and oak trees, the valley forms the headwaters of the Santa Cruz River, which flows south into Sonora, Mexico, before turning back north into the U.S. and joining the Gila River.

“The trips are a real bonding experience for the students,” Professor Taylor said. (Photo by Beihua Guo)

“It’s rugged, beautiful and one of my favorite places in all of Arizona,” Taylor said.

For Beihua Guo, a first-year MFA candidate in Photography, Video and Imaging, the San Rafael Valley was his first introduction to the border area.

“The landscape was so serene and pristine that it seemed impossible to associate it with violence or crime,” Guo said. “That night, I also saw the most stunning Milky Way I’ve ever experienced.”

Previously based in Los Angeles and Shanghai, Guo holds a BA in studio art and environmental analysis from Pitzer College in Claremont, California. His work has been exhibited internationally and he’s been awarded artist residencies in Yellowstone, Lassen Volcanic, and Petrified Forest National Parks.

Before the fall semester started, Guo took a self-portrait photo at Jacumba Hot Springs at the California-Mexico border, which was a major crossing point for Chinese migrants in 2023. “I could feel the rising tension and increased surveillance in the area,” he said. “Diesel generators ran constantly, and there were powerful floodlights.”

“I’m interested in continuing to document the evolving political climate and landscapes along the border while exploring my identity as an immigrant,” Guo said.

Camp Naco and Buffalo Soldier Cemetery

For MFA students Semoria Mosley and Maya Jackson, their research interests in Photography, Video and Imaging as well as African-American history intersected perfectly during these two trips, Taylor said.

Students and Professor Taylor check their bearings near the border. (Photo by Lu Zheng)

The Buffalo Soldiers, a group of African American army regiments, fought Native Americans to help settlers move west in the late 1800s and defended the border during the Mexican Revolution at Camp Naco near Bisbee, where students also toured the Copper Queen Mine.

Students also visited a Buffalo Soldier cemetery, about a mile north where they had found the passports. From 1916 to 1921, the black soldiers of the 10th Cavalry were a fixture around the nearby town of Arivaca. Several soldiers were laid to rest in the desert, although there’s no hard evidence as to what killed them. Some historians have said they died from the flu epidemic of 1918.

Jackson, a landscape-based, conceptual photographer from Richmond, Virginia, said it “would be powerful, even on a community level, for more people to have the experiences we had” to better grasp the borderlands’ beauty and challenges.

Mosley, a social justice-oriented photojournalist who grew up in Columbia, South Carolina, said she spent the semester “trying to understand the desert from a spiritual point of view — how it’s continuously rebirthing itself and going through these renewal cycles.”

“It’s interesting how the animals, desert and water — and the cities built around them — are being altered forever,” Mosley said.

Hermosillo, Sonora

Students visited massive aquaculture projects, including where they cultivate fish and camarones, in Hermosillo. “The class saw the places where they terraform the desert to let the sea into the desert,” Taylor said. “We literally went and had seafood in the afternoon on the beach.”

Students soak up the scene in Hermosillo, Sonora. (Photo by Beihua Guo)

The class met students from Unison — the University of Sonora — took an architecture tour and heard how the campus operates.

“They also saw some incredible photography exhibitions there,” Taylor said. “They toured the Ford Maquiladora factories, where all the Mavericks and Broncos that you see in U.S. dealerships. And they met the people who inspect the car carriers before they come across the border to make sure drugs aren’t being smuggled.”

Patagonia

During their final trip, students visited Patagonia, about 50 miles south of Tucson, where the Borderlands Restoration Network is located and retired University of Arizona research scientist Gary Nabhan has a five-acre homestead.

The Borderlands Restoration Network, which includes a wildlife preserve, aims to help rebuild healthy ecosystems, restore habitat for plants and wildlife and reconnect border communities to the land through educational programs.

Alexis Joy Hagestad, a Photography, Video and Imaging MFA student from Missoula, Montana, was intrigued by the animal crossings at the border, along with bats and butterflies who’ve seen their migration paths to and from Mexico affected by the border wall.

Professor Taylor and students talk with renowned research scientists Gary Nabhan in Patagonia. (Photo by Lu Zheng)

Hagestad, whose recent project involves using photography and digital imaging techniques to isolate the bodies of burned trees from old fire scars, said meeting Nabhan at his homestead “was really a transformative experience for me.”

“He has so much wisdom and so much hope,” Hagestad said about Nabhan, a renowned Southwest agricultural ecologist, ethnobotanist and author who is considered a pioneer in the local food and heirloom seed-saving movements.

In his 2024 book, “Against the American Grain: A Borderlands History of Resistance,” Nabahn wrote about “how cultural resistance — aside from political action — needs to occur whenever the dominating forces of industry, governance or media oppress or suppress the very people most in need.”

“I sometimes forget that hope is something I can feel,” Hagestad said on the final day of class, a roundtable discussion in the School of Art building. “We can make differences in a certain way, regardless of the situation.”

After comments like that one, Taylor paused to reflect on the semester.

“I can’t begin to express the gratitude and the honor I feel to have spent these shared spaces with you,” he told the students.

“It’s a real joy and privilege to get to work with” the students, Professor Taylor says. (Photo by Colin Blakely)

Renovated grad studios sport new gallery, spaces to interact

Creating a more “communal atmosphere,” the School of Art has completed a full interior renovation of the grad studio building.

Now called the Visual Arts Research Studios, or VARS, the 25,000-square-foot facility includes a reconfigured gallery, a new seminar classroom and more studio space for graduate students, faculty and visiting artists and scholars.

The public is invited to see the studios and facility on Saturday, April 5, from 3 to 5 p.m., followed by a closing reception from 5 to 6 p.m. for “Influx” — an exhibition featuring work from 18 MFA students in the new VARS Project Space gallery. VARS, 1231 N. Fremont Ave., is just north of Speedway and the School of Art’s main building.

“I am incredibly excited about the renovation,” said Yana Payusova, assistant professor of practice for the First Year Experience program. “It’s fantastic to have a bright, freshly painted new studio with great lighting and soaring ceilings.

“I also appreciate being able to work alongside fellow faculty members and our wonderful graduate students. The communal atmosphere of the space is truly inspiring.”

The grad building now has 53 studio spaces, including six AV studios, and new features such as a paint booth, a sleek break room and other areas to sit and relax, two gender-neutral restrooms and a lactation space. The Book Art and Letterpress Lab, in the northeast corner of the building, received some lighting upgrades.

“The additional studios incorporate various configurations to better serve graduate students working in all media,” School of Art Director Colin Blakely said. “The added faculty studios add an extra layer of opportunity for interaction. It’s a safe, secure and ventilated building and a convenient asset to our program.”

A major gift from a donor funded most of the renovation.

VARS Project Space (gallery)
VARS Project Space (gallery)
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North lobby
North lobby
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Beihua Guo takes 2nd in Grad Slam with ‘Ground Zeros’

University of Arizona School of Art student Beihua Guo captured second place in the campus-wide Grad Slam contest with his presentation, “Designated Ground Zeros: Documenting Cold War Nuclear Targets with Uranium Prints.”

Guo, a first-year MFA candidate in the school’s Photography, Video and Imaging program, vied with five other finalists for the best three-minute graduate student presentation of a research, creative or community engagement project.

From right: Beihua Guo (2nd place), Mourad Abdennebi (1st) and Mudith Weerabaddanage (3rd)

He received $2,000 in prize money from the Office of Research, Innovation and Impact, which co-sponsored Grad Slam along with the university’s Graduate Center.

Guo’s “Designated Ground Zeros” project examines 368 nuclear targets in China identified by the United States Strategic Air Command in “The Atomic Weapons Requirements Study for 1959.” So far, Guo has photographed 49 of the targets, and his goal is to take images of all of them and publish a book on the topic.

He printed his photographs using uranium salts as the photosensitive material. Called uranotypes, the images are sepia-colored and juxtapose history with a medium that not only speaks to “the danger of nuclear weapons or how landscapes change over time,” Guo said, “but also of Western imperialism in China, because many of the sites I’ve photographed were built by colonizers, and they still stand today.”

“As an artist, I feel a responsibility to address these pressing issues and inspire social change,” he told the audience. “My uranium prints may not convince world leaders to dismantle nuclear warheads or undo the history of colonialism in China. But they serve as an invitation for us all to reflect on the violence embedded in the landscapes around us. From nuclear targets in China, to the Titan missile silos here in Tucson.”

Guo grew up in Shanghai, China, and received his BA in studio art and environmental analysis from Pitzer College in Claremont, California.

“Beihua’s work deals with sophisticated and important concepts,” School of Art Director Colin Blakely said. “His Grad Slam presentation did an outstanding job using storytelling and personal narrative to make those concepts accessible in a poignant and ultimately powerful way.”

This installation, part of Beihua Guo’s “Designated Ground Zeros” project, appeared in January’s “Nice to Meet You” first-year MFA exhibition.

Fellow School of Art graduate students, Blakely and other faculty cheered on Guo during the Feb. 5 competition at the School of Music’s Holsclaw Hall.

“I was thrilled to see so many faculty and fellow grad students come to support me,” Guo said. “Their presence really helped relieve my stress, and seeing their smiles in the audience gave me so much confidence on stage.”

Leading up to the Grad Slam finals, Guo presented part of his project in a January installation at the “Nice to Meet You” exhibition for first-year MFA students at the Lionel Rombach Gallery.

“I highly recommend this opportunity to all grad students in the School of Art,” he said. “Elevator pitches and shorter presentations are becoming essential at conferences and exhibition openings, and this experience really helped me improve in that area.”

Mourad Abdennebi, a doctoral candidate in Second Language Acquisition and Teaching Graduate Interdisciplinary Program, took the grand prize with the presentation, “Multisensory Vocabulary Learning.” Geosciences PhD candidate Mudith Weerabaddanage finished third with “Reading Corals: Unraveling the Mysteries of Ocean History.” The other finalists were Elizabeth Brown (MS, Clinical Research), Eka Oktavia Kurniati (PhD, Civil Engineering) and Hosain Heshmati (PhD, Education Psychology).

“Grad Slam didn’t feel like a competitive environment. All the participants were incredibly friendly and supportive,” Guo said. “I also learned so much about exciting research happening across other colleges and departments.”

Fellow grad students and faculty supported Guo at Holsclaw Hall.

He began refining his presentation even before signing up for the contest. As a member of the prestigious 2024–25 University Fellows cohort, Guo had to give a three-minute presentation in a colloquium class last semester. He also had plenty of practice with longer presentations in School of Art Professor Ellen McMahon’s “Contemporary Art Concepts and Issues class.”

During Grad Slam’s  preliminary and semifinal rounds, he honed his presentation even more based on feedback from the judges. In the finals, the judge’s panel featured executives Susan Dumon (Sun Corridor Inc.) and Kelly Huber (Marshall Foundation) and John-Paul (JP) Roczniak, University of Arizona Foundation president and CEO.

“One of the biggest skills I gained was learning how to communicate my art and ideas to a non-specialized audience,” Guo said. “This will be valuable when I start teaching introductory-level classes or collaborating with researchers from other disciplines.”

Director Colin Blakely stepping down in June

Colin Blakely will step down as director of the University of Arizona School of Art in June, ending a 10-year tenure that saw him raise the school’s visibility and overall excellence while becoming a recognized campus leader.

Blakely, a professor in the school’s Photography, Video and Imaging program, has accepted the position of associate provost at the Rhode Island School of Design, effective July 1.

Colin Blakely

After taking over as School of Art director in July 2015, Blakely ramped up fundraising and oversaw major capital construction and renovation projects; increased undergraduate enrollment and degree programs; helped diversify the faculty and student body; and shifted the school to become more outwardly facing to the campus and community.

“I couldn’t be more proud of the school and all that it has accomplished. During my time here I’ve seen leadership among the faculty and staff blossom,” Blakely said. “This gives me confidence that the exciting evolution we have achieved will well outlive my tenure as director.”

With major capital gifts stewarded by Blakely, the school renovated the Art Building, the plaza in front of it and the Graduate Studios from 2022 to 2024. The results included renovated galleries to showcase student work and the First-Year Experience program; an atrium common space which is well-used by students and faculty for informal events; an open plaza that is a gateway to Arts District, including the University of Arizona Museum of Art and the Art Building; a newly conceived Visual Resource Center; and a new office space for the School’s administration. The School of Art is now more visible from Olive Road and amid the Arts Campus while projecting a more welcoming facade.

“As director, Colin has strived to forge a cohesive community of faculty and administrative staff, putting the long-term success of the School of Art and the well-being of its faculty and staff at the center,” Art History Professor Irene Bald Romano said. “Colin has consistently kept his eye on a broad vision for the school.”

Under Blakely, the number of majors increased from 500 to over 800 this year, including 65 graduate students, thanks to new online and in-person course offerings and degrees and retention efforts. He encouraged the creation of the innovative, multi-disciplinary Design: Arts and Practices B.A. program in collaboration with the School of Architecture and the School of Information — attracting some 200 students annually and growing, both on campus and online — and a new B.A. in Live and Immersive Arts with the School of Theatre, Film & Television. He helped the school create a Student Resilience Fund and awarded over $10,000 to those in financial need to help retain majors. He also oversaw significant curricular revisions to the MFA program as well as an expansion of the Graduate Certificate in Museum Studies, with a joint program between the school’s Art History and Art and Visual Culture Education programs.

Colin Blakely attends MFA student Andrés Caballero’s “Borderland Masks” show.

“Colin has brought to the School of Art an unusual combination of an artist’s perspective — that of a photographer — with a special understanding of the work and needs of Studio Art faculty and students, a sensitivity to the academic units of Art History and Art and Visual Culture Education, deft administrative skills, and a keen analytical mind,” Romano said.

The school markedly diversified its student body and faculty of color under Blakely’s leadership, and he led the faculty in developing criteria for more equitable tenure and promotions processes, while actively encouraging DEI efforts in the school and College of Fine Arts. Upon his arrival, just over 10% of faculty came from diverse ethnic backgrounds, primarily concentrated in one program. That rate has grown to over 30%. The diversity of the student body increased from 38% to just under 50%.

To support these populations, Blakely worked with faculty to start mentoring and advocacy groups within the school for both student and faculty of color. He helped make sure the faculty group became an important voice at the college and division level. School of Art faculty are now leading important DEI efforts across the division and university, including Professor Amelia (Amy) Kraehe, who is now serving as Associate Vice President for Equity in the Arts, and Regents Professor Sama Alshaibi, who is co-Director of the Racial Justice Studio.

“Colin has been supportive of faculty recruiting efforts, setting up a mentoring system to ensure junior faculty are nurtured in their early years and supported through the tenure process,” Romano said. “He has also instituted twice-annual undergraduate mentoring sessions in which School of Art majors meet with faculty in their program area to discuss near and long-term progress and goals, alongside meetings with the advising staff.”

To increase the school’s visibility, Blakely forged partnerships on campus by participating on the Senior Vice President for Research and Innovation Search Committee, Strategic Advisory Council, Arizona FORGE (now Startup Wildcats) and Advisory Board of Center for University Education Scholarship (CUES). In addition, he supported the Visions Program in Scottsdale, helping underrepresented youth practice and engage with art.

Colin Blakely, at the 2024 Welcome Art Cats event

Blakely partnered with the Center for Creative Photography on symposia, searches and committees to improve the connection between the CCP and students in the school’s Photography, Video and Imaging program and Art History program. As such, the school’s MFA program saw its ranking in U.S. News and World Report increase from No. 55 to No. 32 — and from No. 8 to No. 3 in Photography. In addition, he implemented a new brand identity, a redesigned website and new communications strategy for the school, hiring a specialist in communications and outreach. And to raise visibility for the school’s programs, he launched a “Free Graduate School” campaign.

What made Blakely doubly proud during his tenure was watching the School of Art’s graduates move on to successful careers as artists, museum curators, art educators and professionals in other fields.

“Who better understands creativity than art majors?” Blakely asked. “Thus, it’s no surprise to learn that our graduates have seen great success in careers outside the arts as well as inside. When I get asked what you can do with an art major, the true answer is simple: Anything you want.”

In addition to his director duties, Blakely has represented the School of Art at the highest levels of the university. He recently took on the role of co-executive director of HeadsNetwork, representing over 250 heads, chairs and directors across campus — working to foster a sense of community and camaraderie while organizing curriculum and training for new heads.

Colin Blakely helps unveil a chair painted by an MFA student for the late announcer Bill Walton (left).

For three years, he served as Associate Vice President for Strategic Initiatives of Arizona Arts, working closely with the Dean and VP of Arizona Arts to guide some strategic planning for the umbrella unit of the School of Art. He also served on the strategic planning team for the university as co-author of the “Making Arts and Culture Central to the UA Experience” strategic initiative, and he’s been involved with budget planning as a member of the RCM 3-Year Budget Review Committee and AIB Steering Committee. Nationally, he serves on the National Council of Arts Administrators and is a Site Visitor for the National Association of Schools of Art (NASAD). Previously, he served on the Board of Directors for the College Art Association.

“Colin has built a community of trust, with a high degree of mutual respect among the faculty and staff,” Romano said. “He’s represented the School of Art at the highest levels of the university in a positive and constructive way.”

Before coming to the U of A, Blakely was department head and a professor of photography at Eastern Michigan University, where he was on the faculty for 14 years and served as chair of the university’s budget council. His work has been shown at Fotofest Houston, the Society for Contemporary Photography, the Pingyao International Photography Festival, the Griffin Museum of Photography, the Photographic Center Northwest and the Jen Bekman Gallery He was a runner-up for the 2009 Aperture Portfolio Prize and a Winter 2007 Hot Shot. Publications include Pause to Begin, Photography Quarterly, and The Humble Collectors’ Guide to Emerging Art Photography.

Blakely received his B.A. from Williams College in Williamstown, Massachusetts, with a double major in Math and Studio Art, and his M.F.A. in Photography from the University of New Mexico.

Art and medicine: Helping tomorrow’s doctors

For future physicians Sabrina Ferrari and Thomas Brower, getting the chance to analyze paintings and sketch one with their peers helped them see the importance of observation, interpretation, communication and empathy when treating patients.

During the last four weeks of the fall 2024 semester, over 100 first-year College of Medicine students engaged with art in an innovative medical humanities workshop at the University of Arizona Museum of Art — the brainchild of School of Art graduate student Amy Hu and UAMA assistant curator and alumna Willa Ahlschwede, who’ve co-led the sessions for the last three years.

“The workshop revealed to me the significance of never overlooking even a single detail about a patient,” Ferrari said, while Brower added, “it showed me how clear and effective communication with our patients can be crucial to building trust and improving health outcomes.”

Workshop co-founder Amy Hu (left) gives encouragement during the drawing activity.

That kind of feedback brings joy to Hu, a clinical assistant professor in Psychiatry and the director of Medical Humanities for the College of Medicine, as she pursues her M.A. in Art History. She helped start the workshops to show students “there’s no single way of practicing medicine.”

“There’s been a growing trend in medical education to utilize the humanities, but it’s really been more focused on narrative medicine,” Hu said. “There hasn’t been as much focus on utilizing the cultural arts, so I thought this is something that I really would like to explore.”

Hu is a graduate of the U of A psychiatry residency program. She received her medical degree from Indiana University, and her B.A. in Art History and a B.S. in Biology from Purdue.

At a recent workshop session, Hu prepped 20 medical students in the museum’s first-floor seminar room by talking about the late French historian and philosopher Michel Foucault. He developed the concept of “the medical gaze” — the act of selecting what is relevant from a patient’s story and body and filtering out what is considered irrelevant.

“Part of the work is thinking about how we look and perceive information, and all the things that may affect that process — our biases or prior experiences,” Hu told the students. “I want to encourage you all to become a little bit more aware of your subjectivity.”

Workshop co-leader Willa Ahlschwede (right) discusses Robert Colescott’s “Beauty Is Only Skin Deep” with students.

Moving to the museum’s second-floor gallery, Ahlschwede instructed the group to analyze two paintings: the surrealistic “Tenemos” (1980), an eerie, figural scene with animal imagery by Leonora Carrington; and the satirical “Beauty is Only Skin Deep” (1991), by the late Robert Colescott, a School of Art Regents professor whose garish works often referred to race and racism and pride and prejudice.

Students took a few minutes to quietly gaze at the paintings before discussing them as a group. “I appreciated having a moment of deep contemplation,” Ferrari said. “It made me realize how rare it is to replicate those moments when digesting new information from a patient. Oftentimes, there is so much background noise and other tabs open in our minds that take away from fully focusing on the person in front of us.”

In art, the meaning of a painting can be subjective, Ahlschwede told the future physicians. In medicine, she asked them, “Is there always a right answer with a patient or situation?” Most agreed every situation is different.

“Hearing my peer’s different interpretations of the two paintings was an important reminder to maintain a balanced and nuanced perspective,” Brower said. “Many of us had arrived at different conclusions when looking at the same paintings. Similarly, two physicians viewing the same patient may focus on different aspects of the disease presentation and can potentially arrive at different diagnoses.”

Sabrina Ferrari (left) gets drawing instruction from a partner.

As Ferrari sat and scanned each inch of the paintings, she noticed each had a different color scale, cultural background, theme and medium.

“This is how each patient we will see will present. If we blink, we might miss a critical factor,” she said.

Next, students undertook a drawing exercise, in which they had to sketch a piece of artwork in the gallery — and “move outside their comfort zones,” said Ahlschwede, who received her M.A. in Art and Visual Culture Education and a certificate in Museum Studies from the U of A School of Art in 2017.

Armed with a clipboard, paper and a pencil without an eraser, students took turns with a partner being the describer and the artist — with the artist facing away from the piece. For Brower, “it was challenging both to describe the painting to my peer and to receive instructions without seeing it.”

Thomas Brower describes a piece of art to a colleague.

He saw a parallel with being a physician. “At times we will be the drawer: listening to patients describe their symptoms and trying to piece that together into a collective whole,” Brower said. “At times we will be the describer: explaining a complex disease process to patients in a way they can understand.”

At first, Ferrari said her partner tried describing a painting by giving an overview of its full design and then breaking it up into smaller pieces. “The second time, her approach was to walk me through each detail of the painting, guiding the direction of my pencil. This surprisingly worked extremely well for us. It showed me … we should remain open to viewing problems from several angles.”

Ultimately, Brower said the activity “exposed some of the challenges we’ll face with our patients and the need to improve our communication.”

Communication, especially when it involves medical jargon, “can be quite tricky” for patients, Hu said. “As a doctor, you can use a word to describe something, and then you find out it may mean something different for the patient.”

In the future, Brower and Ferrari hope to draw on the workshop skills in their medical education and residencies, fellowships and careers.

Willa Ahlschwede (right) goes over Leonora Carrington’s “Tenemos” with students.

“Patient education, clinical research and community outreach are all important aspects that I hope to incorporate into my practice,” Brower said, while Ferrari added: “I want to be a physician who’s not afraid to ask my colleagues or patients for insight so that I can provide the best-tailored care.”

Brower grew up in tiny Phoenixville, Pennsylvania, outside of Philadelphia, where he became interested in medicine after struggling with an immune disease that doctors helped treat and “restore my sense of self.” He did volunteer work with patients living with Alzheimer’s disease while earning his B.S. in Neuroscience and a B.A. in the History and Philosophy of Science from the University of Pittsburgh.

“One of the lessons I’ve come to appreciate is the importance of recognizing disease, injury and disability as natural parts of the human experience,” said Brower, who works in his spare time at the National Ability Center in Park City, Utah, teaching adaptive ski techniques to those with intellectual disabilities and physical or sensory impairments.

Ferrari was born in Tucson to immigrant parents from Brazil and Italy and grew up in nearby Marana, where she was “blessed to have exposure to medicine early … when my mother became a nanny for the children of a gastroenterologist and a trauma surgeon,” she said.  

Amy Hu (right) wraps up the workshop.

“My mind is still open to the many possibilities that medicine offers, as each part of the human body is so fascinating,” Ferrari said. “I’m intrigued by psychiatry and neurology, especially the intersection between the two. The great need for an increase in mental health availability for all people, especially the underserved, remains a barrier I want to address in my practice.”

Ultimately, Hu hopes medical humanities workshops will help the physicians of tomorrow break down more barriers in patient care.

As she wrapped up the session back in the museum’s seminar room, Hu told students:

“You must try to understand from the patient what they’re trying to describe, which can make about as much sense as someone trying to describe an abstract painting.

“You must really use your imagination as a doctor and put yourself in their shoes.”

Two medical students participate in the drawing activity.

Students explore STEAM practices in ‘ArtMachines’ workshop

Under the guidance of Assistant Professor Ilayda Altuntas Nott, Art and Visual Culture Education students immersed themselves in a computational art-making, sensory-based learning experience — emphasizing the arts in STEAM (Science, Technology, Engineering, Arts and Mathematics) practices.

The fall 2024 workshop, “ArtMachines: Drawing, Feeling, and Resounding,” invited the AVCE students to explore the intersections of creativity, digital and material experimentation in ARE 431/531.

Collaborative Inquiry: The Artistic Exploration of Ziyu Feng and Lei Wang

Students Ziyu Feng and Lei Wang demonstrated the power of collaboration and experimentation in their drawing machine project. Starting with a vision to create randomness in their artwork, the duo tackled challenges like motor assembly and design stability. Through trial and error, they incorporated small motors, cups, and switches to bring their machines to life, producing abstract patterns that celebrated the unpredictable.

Their innovative use of materials, including Chinese ink and acrylic paint, highlighted the creative potential of STEAM practices in art education. By layering colors and utilizing the mechanical movements of their machines, Ziyu and Lei showcased how art and technology can merge to create dynamic and thought-provoking results. Their iterative tinkering process emphasizes the value of hands-on experimentation in fostering creativity and problem-solving, reinforcing that exploration is a critical part of learning (Justice, 2016 & Resnick, 2017).

Kasey Hilton: Art, Experimentation, and Familial Collaboration

For Kasey Hilton, the workshop became an interdisciplinary exploration that extended beyond the confines of the classroom. With household items like plastic cups, duct tape, and markers, Kasey constructed multiple drawing robots, even involving her kindergartener and spouse in the creative process. Her robots, equipped with motors and weights, operated across expansive sheets of paper, resulting in distinct and vibrant patterns.

Kasey’s methodical yet creative approach to tinkering embodied the essence of STEAM, integrating problem-solving with artistic inquiry. The interactive motion of her robots, akin to a “dance party,” exemplified how STEAM initiatives can cultivate creativity and foster meaningful connections between artistic practice and everyday life. Activities like these encourage learners to iterate, explore, and develop a deeper understanding of concepts through active engagement (Justice, 2016; Resnick, 2017).

Photos from the workshop

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Kiara Imblum: The Pedagogy of Tinkering and Experimentation

Kiara Imblum’s mark-making machine demonstrated a comprehensive engagement with the pedagogical process of experimentation. Initiating with a conceptual framework centered on motion-based art, Kiara developed a drawing robot that underwent numerous iterative design modifications. From extending fan blades to stabilizing markers with rubber bands, her iterative process underscored the pedagogical significance of persistence and complex problem-solving.

Kiara’s reflections highlighted the classroom as a dynamic space of collaborative inquiry, where students engaged in the exchange of ideas and collective learning. Her experience illustrated how engaging with STEAM concepts through tinkering fosters critical thinking and promotes innovative pedagogical approaches in art education. This aligns with Justice and Resnick’s assertion that tinkering allows for the development of critical thinking skills by encouraging learners to engage deeply with materials and processes (Justice, 2016; Resnick, 2017).

Anne Arvizu’s Exploration of Tinkering in Art Education

Anne Arvizu demonstrated her approach in the workshop, emphasizing the intersection of art, motion, and experimental learning, thereby facilitating participants’ engagement with hands-on pedagogical exploration. Anne’s process began with an inquiry-based mindset, fully engaging in the concept of “tinkering”—an iterative cycle of experimentation and analysis. Reflecting on her journey, she articulated her iterative approach, describing how she ‘engaged in exploratory practices and systematically documented observations,’ subsequently revising her methods when initial attempts did not yield optimal outcomes. This iterative approach underscored her capacity for adaptation and innovation, which are essential traits in both art education and broader educational practices. Her experimentation with motors and markers functioned as a practical framework for problem-solving and applied critical thinking. Starting with multiple motors and markers, Anne quickly realized the setup was too heavy, prompting adjustments. Through experimentation, she discovered that a single motor and carefully balanced marker placement allowed the machine to create captivating circular patterns. Each adjustment, from reducing weight to perfecting marker contact with the paper, demonstrated her academic resourcefulness and persistence.

Ultimately, Anne’s ArtMachine achieved a result that exceeded her expectations. “Even though it was not what I originally planned, it was still successful in many ways,” she reflected. This experience underscored the importance of resilience, creativity, and a willingness to learn from every step of the process. Anne’s narrative serves as an exemplary model for students and educators, illustrating the pedagogical power of experimentation in unveiling new dimensions of creative inquiry. Her journey emphasizes that educational success is often rooted not in the flawless execution of a plan, but in the reflective learning that occurs throughout the process.

The Role of STEAM Pedagogy in Fostering Creative Inquiry

Assistant Professor Altuntas Nott integrates these pedagogical approaches into the classroom, addressing a significant gap in contemporary art education. These practices, already explored in other states and institutions, position the arts as a critical nexus for STEAM engagement, computational art-making, and sensory integration. By facilitating students’ experimentation with motors, markers, and innovative materials, art acts as a catalyst for the intersection of creativity and technology. The success of the workshop demonstrates the efficacy of integrating theoretical frameworks with practical application in STEAM-focused art education, inspiring students to engage in critical thinking, effective collaboration, and the exploration of novel creative possibilities. Tinkering functions as an essential pedagogical strategy for enhancing student learning through meaningful, process-oriented exploration (Justice, 2016; Resnick, 2017). This experiential methodology equips future educators with the competencies needed to integrate interdisciplinary practices into their classrooms, while also fostering an appreciation for the value of experimentation and innovation. As demonstrated by the projects of Ziyu, Lei, Kasey, Kiara, and Anne, the confluence of art and technology has the potential to cultivate creative intelligence and drive innovative thought processes.

References

Justice, S. (2016). Learning to teach in the digital age: New materialities and maker paradigms in schools. Peter Lang. 

Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT Press.

Videos from the workshop

Alumna Machado honors roots with audiorama hemp project

Tucked in the back of Arizona Arts Live’s soothing audiorama installation near Centennial Hall is a small replica of El Tiradito, a popular wishing shrine in downtown Tucson.

For landscape designer and School of Art alumna Micaela Machado, helping create the sculpture out of hemp blocks and the surrounding garden was a chance to celebrate her Mexican-American roots.

MIcaela Machado (photo courtesy of Shoutout Arizona)

El Tiradito is special to my family, so it was a real honor to recreate it with love,” said Machado, who grew up in Nogales, Arizona, before moving to Tucson and attending Salpointe Catholic High School. “In all my designs, art and landscape, I try to honor the past and protect the future.”

Her past has been pretty special, too. After receiving a BA in studio art with a minor in business in 2007 from the University of Arizona, she landed a cool job as a local artistic fabricator and went back to earn her master’s in landscape architecture from the U of A. That led to Machado starting her own natural building company, Old Pueblo Hemp, which specializes in hemp-lime construction.

Visitors can see the El Tiradito replica inside the “Cuk Ṣon Audiorama” until Dec. 10. The open-air auditorium, just east of Centennial Hall, lets students and others rest in the company of nature and music. Cuk Ṣon is derived from the Tohono O’odham name for Tucson, referring to the 17th-century O’odham village “at the base of the black hill,” now “A” Mountain.

The School of Art recently spoke with Machado about the installation and her career:

Q. How did you get involved with the Audiorama project?

A. I was invited to collaborate on this project by my good friend and design buddy Carlos Arzate of Arzate Design Group. El Tiradito was Carlos’ idea, and when he suggested that we do it out of hemp, I jumped at the chance. We worked out the concept together, and I helped him source the plants, but it is his design. On install day, I was there for the hemp build and to unload and place plants while Carlos and the crew placed boulders. I used to work for Arzate Design Group, so we used to do installs together all the time. Carlos has been ultra-supportive of my choice to pursue contracting and starting my company, and he was happy to give me the opportunity to highlight hemp building in an artistic way.

Carlos Arzate and Micaela Machado

Q. How did you get to know Carlos?

A. We met through a networking event. And not two weeks later, we were cast together on a TV pilot show in London. It was a landscape design competition show, and Carlos and I recreated an Aztec Pyramid in the middle of the English Countryside. Our tagline was: “We’re bringing the Raza to your English Casa!” It was a bonding experience, and we’ve been family friends and design partners ever since.

Putting this garden together again with Carlos has been a trip down memory lane. We even tagged our old TV producers to show them we are still at it. So, it’s pretty awesome that we are still “Bringing the Raza to your Casa” with this project. From Aztec pyramids in London to El Tiradito at Centennial Hall, we love to highlight our heritage.

Q. How did your childhood impact you as an artist and landscape designer?

A. Growing up on the Arizona-Mexico border and all its mixed culture has influenced my life completely. I am of both cultures. Mexican and American. I speak Spanish and English. “Soy del rancho,” but at the same time I’m super Americanized. It used to feel divided and like I’m not enough of either, but now it feels like a gift I’ve been given. I can connect and communicate with both cultures. I get to be a part if both worlds. I’m not divided. I’m the whole enchilada.

Q. How did your School of Art degree and business minor prepare you for your career?

El Tiradito replica

A. Following my mother’s footsteps, I’ve always been very artistic, and thanks to her I was always very supported in pursuing art into a career. My father the lawyer, on the other hand, was a bit more realistic about my choice. He said that the only way that he would pay for me to go to art school was to get a minor in business, so I could be prepped for the real world, too. At the time I thought he was being dramatic, but in hindsight it really was very valuable advice.

My art degree and business minor really helped me figure out a plan on how to make money while making art — without having to sell my art to a gallery. Through the recommendation of my sculptor instructor, I got a fantastic job as an artistic fabricator for a (Tucson) company called Cemrock, and it really changed my life. I was totally happy traveling, making great money carving, sculpting and painting rockwork all over the country when the Great Recession hit, and we all lost our jobs.

Q. Is that what led you to pursue your master’s in landscape architecture?

A. I was devastated and realized that my position wasn’t as stable as I would want it to be. And by pure silly coincidence, I learned about the College of Architecture, Planning and Landscape Architecture or CAPLA, and I was super intrigued. I was already manipulating landscapes and creating habitats through my rockwork, and I felt like this was the perfect next step for me. With my art degree, my business minor and my work experience with Cemrock, I felt my portfolio was strong and I was accepted into CAPLA.

Through CAPLA, I learned about a new passion of mine which is sustainable design. I thought I’d be designing golf courses and theme parks, but I learned what a great opportunity and the important responsibility we have as designers to make better choices for our planet and our future generations. Especially here in the desert. It’s so important that we are designing to be in sync with nature. Things that excite me now are native plantings, water harvesting, solar power, food self-reliance, wildlife habitats, natural building materials.

Q. What attracted you to hemp construction, and what are the advantages of the material?

Micaela Machado, on build day at the Cuk Ṣon Audiorama site

A. I was super happy being a sustainable landscape designer, but my life was disrupted when I learned about hemp. I’ve always been a cannabis advocate — the only plant that can house, clothe and feed you — and when I learned that you could build healthy homes from it, my mind was blown away. Currently, our traditionally built homes are not energy efficient, leach thousands of toxic chemicals and don’t last long enough. But there are so many benefits to building with hemp blocks. They are all natural, can save up to 70 percent in heating-cooling bills and are fire-, mold- and pest-resistant. They are sustainable — you can grow your own building materials — sequester carbon, last for thousands of years and are biodegradable. The price is also comparable to current building methods.

I had to get my hands on hemp, and when I did, it was a clear message from the universe that I should be building healthy hemp homes. So now I’m a licensed, bonded and insured general contractor that specializes in industrial hemp builds.

Q. How do you build with hemp?

Entrance to audiorama, just east of Centennial Hall

A. There are several ways, but I specialize in “block making.” It’s a simple formula of hemp hurd, plus lime binder, plus water compressed into a building block that will last thousands of years. I’m blessed to have this information passed on to me, and now it’s my job to build healthy homes for our future. Hemp building is the way, and I’m excited that Tucson is onboard. It’s funny how this Audiorama project is the culmination of my career and life path. I just built a sculpture out of my own hemp blocks in a beautiful garden at the U of A. What a trip!

Q. Do you have any advice or tips for students at the School of Art?

A. Wear many hats. Art can lead you in many different directions, and it’s such a strong background that it can apply to many careers. Try the different hats out and see what makes you feel best. My career now is not what I thought it would be, but I let my life experiences and passions lead me. Gotta find those jobs that feed your creative side — while still paying the bills.

Alum Mike Srsen honored as ‘Legendary Teacher’

Before and after earning his BFA in Studio Art, Mike Srsen worked as a graphic designer for Arizona Athletics and for a local advertising firm. But he found his real calling — teaching — when he went back to get his master’s in Art & Visual Culture Education at the School of Art.

Nearly 20 years later, Srsen is now a “legend.”

The longtime Flowing Wells High School graphic design teacher has been named the 2024 Pima JTED Central Campus Legendary Teacher. JTED is short for the county’s Joint Technical Education District, which works with business, industry and 14 member public school districts to provide tuition-free Career and Technical Education programs to 22,000 high school students each year.

“When I sat down with professors in the art education department … it  was like something clicked for me, and I knew like, ‘Oh this is what I’ve been supposed to be doing my  whole life,’” Srsen said in a Pima JTED video. “So, my masters thesis was to create a new class for Flowing Wells’ art department and I added a single section of graphic design and it was kind of a hit on campus.”

That success led Srsen to start the Flowing Wells Central Campus JTED program. More than 100 students learn each school year how to be a creative professional by developing workplace and technical skills, including Adobe software such as Photoshop, Illustrator and InDesign.

Srsen oversees a student-business in which students produce design, print, silkscreen and embroidery work for paying customers. Upper-level students even earn college credit, while in high school, thanks to a dual-enrollment agreement with Pima Community College.

“They work with clients and customers. They see the extra work that goes into it, that’s not just  creativity, but it’s financials and billing and ordering supplies and dealing with people’s moods and personalities,” Srsen said. “Creativity is part of it, but it’s definitely not the whole picture of becoming  an artist in adult life.”

Srsen also takes his JTED students on field trips. Each year, they visit the University of Arizona School of Art for workshops and tour its facilities.

“Renowned for his his creativity, leadership and dedication, he has grown the JTED program into a bustling hub, empowering students through design, entrepreneurship and real-world experience,” Pima JTEd said in an Instagram post.

Srsen, who earned his BFA in 2001 and MA in 2006 from the School of Art, also taught studio art classes at Pima Community College as an adjunct instructor.

“I feel really fortunate to get to have my whole life revolve around art and creativity,” Srsen said, “and to be able to share that with the world and my students in meaningful ways every day.”

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