Description:

"When I Grow Up" is a workshop series initiating and encouraging an appreciation for art by cooperating with a working artist in a specific group effort through various sessions of simple exercises of arts and crafts-like medium through mature painting projects. Initially, the participants will be introduced to the work of a seemingly unorthodox artist. The artist, QUIK will relate his work of alphabetic symbolism as his expressive means in which has developed into an international career in the arts. QUIK's contemporary (graffiti-inspired) lettering and the exciting potential of creating a similar style of artwork can serve as a group project amongst many other creative sessions and exploration to illustrative themes. An introduction to QUIK and the cultural nature of New York graffiti-oriented art will be enhanced by film; dias; books; an introductory lecture; and possible brief demonstration. Later within a classroom-like environment, each participant will create coloured sketches depicting themselves in the future with imagery pertainting to their desired work occupation. For example: "When I grow up I (they) would like to be a Fireman." Further, the sketches and ideas will be rendered with paint or other materials in a cohesive group effort for public display, stimulating a sense of pride for one's goals by the execution of such beliefs through a universal medium: art.

Objectives:

By observing an artist from a unique cultural background, the participants can witness the possibilities of creative expression through conventional and non-traditional mediums. They will develop a sense of confidence while taking pleasure in their own personal expression as each session transpires. Naturally, the participants will gain an appreciation for the varied work of their classmates: a different cultural type of artwork; and an illustrative method of fantasy and storytelling.

Agenda & Possibilities:

QUIK will introduce himself and the nature of his art form with the mediums of film; video; slides; computer; and an introductory lecture. An interactive discussion will be held throughout the session in which the audience and artist explore the possibilities of such an art, including individual objectives throughout the workshop meetings. Also, one's desired artistic objective will be discussed, whilst concentrating on various artistic mediums and dedicated practice. The description of the workshop sessions, its intensions and objectives will also be discussed.

In a classroom environment the participants will create working sketches along with the guidance of the artist and any other interested participants( parents, psychologists, teachers, correction officers and other staff members). Each participant will be encouraged to create a coloured drawing representing themselves in their imaginary working occupation. Within this active initiation to an ideal/subject matter, the participants will be stimulated to explore fantasies regarding the possibilities and practical nature of their future by an illustrative storytelling manner.

With the use of brushes, watercolours and acrylic paints the participants will render their ideas on paper for display and critique.

In 1992 at the Groninger Museum I was to conduct my first educational workshop, including a lecture for the local school children. This plan was instigated by dialogue with Steven Kolsteren, curator and was a thrilling success before the wide-eyed staff of the museum and cameras from MTV (despite the orgy of spilled and sprayed paint the students created)! Subsequent endeavors soon followed.

I returned to New York City in 2001, just in time for the spectacular autumn festival directed by the airborne terrorists from a far off land. At that time I had become a Special Education Teacher’s Assistant with the Manhattan Board of Education. The work was challenging and fairly depressing beyond my wildest imagination. I thought I would be a capable art instructor, yet Afro-American males were needed in a much more severe capacity, that of mentor and English language teaching. Most of the 80,000  children within this progam didn’t speak, read, nor write basic American English. They were also violent and disturbed beyond normal comprehension. In general many Afro-American adult males were not interested to work in this capacity, especially at such low pay...but there I was! It was important:a necessity. My duties brought me through the urban rigors of navigating the South Bronx; Spanish and Central Harlem; and other equally scenic locales.

In conclusion, a simple anecdote: My daughter residing in NYC would ofetn bring her schoolmates over to Dad’s apartment (Conveniently situated across the street from her and my ex-wife=Yikes!). Her friends understood that her Dad worked with some of the most aggressive and dysfunctional students in the western world. Naturally, on the NYC streets her friends would shy away from Mr. Felton, the teacher. Yet, upon visting Mr. Felton’s apartment decorated with hip hop memorabila, Jimi Hendrix, Madonna, Wonder Woman, Godzilla, and graffiti inspired paintings and train photos the children became...uh  a bit more receptive. For instance: “What!?!?! This is your Dad!?! Cool!”

Children are our present and future, let’s take care of these precious natural elements in our lives.

QUIK 2006