Annie Titan | January 2020
Hometown: Marina del Rey, CA
Major: Art History
Q: How did you discover your interest in the arts and how did you know that it was something that you wanted to pursue professionally, as an artist or as a teaching artist?
A: Like many Los Angeles public schools, my elementary school lacked the resources to provide strong arts education programs. I specifically remember being told that the way I painted my self-portrait in third grade was incorrect, and from that point on I felt discouraged from creating art. Instead, I studied art history to gain a greater appreciation for the arts. Prior to transferring to UCLA, I worked in museum education at LACMA and Craft Contemporary, but teaching art had never occurred to me.
After stumbling upon the VAPAE program, I felt so inspired. I had become a bit disheartened with art history, as it felt very contained within the discipline and I craved something more hands-on. I experienced intense imposter syndrome when beginning the VAPAE program because I lacked a fine arts background, but with the incredible support and mentorship from Jessica Bianchi and Lindsay Lindberg, I felt empowered to continue the program.
Q: Describe what the student artists in your VAPAE afterschool arts or arts enrichment program are working on and the process they’re using.
A: Last quarter, my middle school students at Studio Sessions @ Emerson explored artistic practices that emphasized the use of natural resources, materials, and processes. Students discovered ways to incorporate nature into their work as a method to raise awareness for the declining state of the environment.
As a continuation, the students are working on choice-based projects over the next three weeks, in which they’ll work with a group to create their ideal world. They’re considering the role of the environment, gender, education, religion, government, etc. and designing a 2D or 3D world with the medium of their choice. We’re encouraging students to think critically and push creative boundaries with this project, and I really look forward to seeing what they come up with.
Q: Why is an enrichment opportunity like this important for those participating? What do they gain?
A: Arts equity is a huge issue in Los Angeles schools, so VAPAE’s programs are so important for students. The arts encourage social, emotional, and cognitive learning; they teach students about interpersonal communication, relationships, and self-identity which are all vital life skills for students to learn. Arts allow students to connect to and reflect on their different lived experiences, as well as the beliefs, values, and cultures that influence them. The arts teach risk taking, build emotional intelligence, and allow students to actively construct their own knowledge.
Q: Did you have an opportunity like this when you were a younger artist? If yes, how did it help shape your love of art? If no, in what ways could a program like this have helped you?
A: I was part of a music program called School of Rock when I was in middle school. During my individual piano lessons I learned classic rock songs, which prepared me for weekend band practices with peers who played other instruments. We practiced for weeks leading up to our performances at local LA venues, like the Mint and Nuart Theatre. Unfortunately, I was not able to continue attending School of Rock because the cost was too prohibitive. This is another example of why VAPAE’s free and accessible arts programs for students are so valuable.
Q: What do you personally gain as a teaching artist, arts facilitator?
A: Teaching artistry provides me with a sense of purpose. I love seeing my students use artwork as an outlet for expression or way of communicating. I am inspired to use my privilege and all the things I’ve learned in school as a way to support my students and encourage them to take advantage of the power of art.
Q: What are the benefits to you as a student/graduate in the UCLA VAPAE program? Was this program a good choice for you? If so, why?
A: VAPAE has been the greatest part of my UCLA experience. I have learned in-depth about curriculum making and how to facilitate a positive classroom community, social-emotional learning environment, and the possibilities of the arts in correctional institutions. VAPAE has challenged me as a human being, artist, and arts educator. In this program, I have received immense support from my VAPAE peers and mentors. I’m unbelievably grateful for this program and will carry the skills I’ve gained from VAPAE wherever I go.
Q: Are there any anecdotes from your time as a VAPAE Teaching Artist at an Arts Enrichment or Afterschool Arts Programs that stand out to you? Perhaps you had a breakthrough with a student or saw some particularly noticeable growth in that student through this program, collaboration etc. Maybe something surprised you or made you think about art or teaching in a new way.
A: Last April marked my first time ever teaching in a classroom and I was so nervous. During the first session at Brockton Elementary School, I introduced a lesson on collaborative murals. My 8 and 9 year old students brainstormed “what is art?” and I was blown away at their responses; one student said “art can change the world!” Afterward, I showed them images of the Great Wall of LA and we discussed its history. A student asked, “why haven’t we heard of Judy Baca?” (the project leader for the Great Wall of LA), to which I explained that the arts and history have prioritized white men. The students murmured in agreement and I was so impressed by their critical understanding of issues of equality. I felt so grateful to be able to see the ways they transformed their knowledge into powerful art.
Q: What are your short-term and long‐term career goals?
A: I’ll be finished with school in March, and I’m looking into art education fellowships and internships on the east coast. I deeply love Los Angeles but I think now is a great time to explore the arts community elsewhere, if I’m offered the opportunity. In the meantime, I am searching for art classes across a wide range of media which will benefit me in becoming a more well-rounded arts educator for my students. Long-term, I am considering attending LMU’s graduate program in Marital & Family Therapy/Art Therapy.