The majority of my artwork stems from my experiences as a mother, and my desire to succeed within my field.  Since the day I saw a ring created by John Paul Miller, I have been fascinated by the story that can be told within a small environment as well as the mechanisms that can be created to offer an unexpected 'twist'.

My early work reflects my love of kinetics, playfulness and the given environment of the ring.  Much of this work was influenced by my young daughter.  My rings began to reflect my everyday interactions with her - the playground we went to, the games we would play to occupy ourselves, even the constant 'fidgets' were addressed.  However, my rings also reflected a darker side in my life.  Where I had experienced such great joy with my daughter, I also experienced immense grief when I lost my brother in a tragic accident.  This experience stemmed a series of Poison Rings.  Instead of the Medieval poison rings that were used to 'off' an enemy or competitor, my rings reflected society and the so-called poisons we use to eventually destroy ourselves. 

Towards the end of my study of rings, not only did I create rings, but also objects that were a play on the word 'ring'.  Perhaps one of my favorite pieces was 'Silver Spoon, Brass Ring'.  As the title suggest, it puts the implied phrases side by side, leaving the viewer to contemplate what category he/she belongs in:  the complacent 'born with a silver spoon' or the spirited 'reaching for the brass ring'.

After taking a short break from my artwork to raise a family, I once again began to create. The concept of creating jewelry from children's artwork was first conceived while I was still in undergraduate school.  My young daughter would often times come into the school studio with me and create charming drawings.  The first drawing that really caught my eye was of our home.  The stoic, castle like structure whispered to me:  "Create me out of silver".  My first attempts in college to capture the whimsical quality of the drawing were sophomoric at best.  However, after many years of perfecting my craft and two more daughters with budding art careers, I again approached my children's drawings.  As I have always been easily seduced by new techniques and technologies, not only did I have the skills of a master silver-smith, but also the skills to market and implement a business for my jewelry.  It is at that time Magic Dog Studio began.

Magic Dog Studio has evolved from creating custom pieces from children's artwork to working with charitable organizations and custom installations.  Although I still produce custom pieces based on children's artwork, I became very involved with the autism community when my second daughter was diagnosed with PDD-NOS when she was four years old.  Since that time, I have designed a very personal and thought provoking collection, partnering with Autism Speaks and most recently the National Autism Association, which has allowed me to donate a portion of my proceeds to these organizations.

Currently the studio is working with the Vulcan Tourism and Trek Station, location in Vulcan, AB Canada on the 'Official Star Trek Walk of Fame'.  This is an installation that will eventually consist of over 25 bronze tiles of the different stars of Star Trek that have visited Vulcan over the past 20 years.  In April of 2012 the studio also launched a line of 'Star Trek Insignia Bracelets' that are exclusive to Vulcan Tourism at the Calgary Comic Expo. 

As Educator:

I truly believe that the arts and humanities play a pivotal role in our ability to become effective communicators.  Throughout my career, I have been fortunate enough to work as both an artist and an educator.

I feel that my teaching style is well rooted within the philosophies behind disciplined-based art education - DBAE.  This method of art education promotes higher-level thinking and original problem solving skills that will help students throughout their lives.  Be it an elementary student being introduced to art for the first time, or a high school advanced art student that is planning a career within the arts, each student should have a basic understanding of the language of art, how art has progressed over the years, as well as the different styles of art.  This knowledge will give the student a strong foundation on which to base not only their work, but also the work of others.

All teachers would like their students to understand the content they are teaching.  However, I also feel that it is important to teach students the 'bigger picture'.  Through art, not only are students learning and understanding new concepts and techniques, they are also gaining evaluation and analysis skills, creativity, cultural awareness, decision making and communication skills as well as the confidence needed to express one's self.  These are skills that students will be able to apply later in life.  As an educator, I feel it is not only our job to teach our course content, but to also teach these skills to our students to assist them in becoming more effective communicators. 

I also believe that writing is an important skill to integrate into the art room.  It is one thing to 'talk the talk', but it is talking combined with the skill of being able to 'write the talk' in a cohesive and well thought out manner, that will enable the student to  progress further with his/her chosen career.  To ensure that my students are developing their knowledge of the language of art and philosophies, I have the keep a sketchbook where they can record weekly reflections, self-critiques, as well as project overviews.

I try to include a variety of learning methods within my teaching; using original examples of art when possible; visiting the art museum or galleries where original artworks are on display, thus allowing the student to have a better understanding of the artwork; bringing in guest speakers - or visiting artists - which allows for the students' questions to be answered firsthand.  As stated earlier, the basic language of art is used in the classroom to increase the students' art vocabulary.  Students are encouraged to group formally and informally to discuss each other's work in a constructive and creative manner.

By having students apply their knowledge learned in a way that is meaningful to them, one is able to assess what the student has and has not learned.  When the student becomes 'immersed' in a subject or topic, it is only natural that the content presented will become an integral part of the student.  Assessment should be a natural and authentic process that is carried on throughout the school year - not just through testing.

When a student is unable to grasp the content being taught, is is time form me, the teacher to evaluate how the content is being related to the student.  Perhaps the content is being presented with a teacher-centered approach, leaving no room for student interaction?  Studies have shown that student centered learning as well as cooperative learning is a much more effective way to relate content, as well as being one that the student will retain long after they have left the class.

The education system today allows every student the opportunity to pursue his or her dreams and highest goals.  Educators not only prepare today's youth for their careers, but also give them the tools they need to become productive members in society.  Statistics show that the teacher spends more time on the average with the student than the parent. Therefore, it is to the advantage of the school to employ the best educators they can find.  The effective teacher is one who will go the extra yard for the students - on that is able to inspire the student to continue his/her education.

My instructors inspired me to think critically and creatively.  I have been taught to not only look at a singular object, but at the entire environment that object will exist in.  I have learned how one instructor's enthusiasm can influence many.  I feel that it is not only my job, but also my duty to encourage and nurture the artist within every student that enters my art studio.  Using the conveniently labeled DBAE approach is one way to achieve this, however, I feel I give more to the students than just an approach to teaching - I also give them a part of myself.

My analogy:

Our schools create our forest - each student is a tree within that forest.  For a tree to thrive and survive, it must have a strong root system.  As educators, we feed and nourish the roots allowing for a strong foundation (the trunk).  The trunk in turn will support the branches of knowledge and guidance we have given it.

Each student strives to:  gain knowledge about themselves; understand their own struggle to fit within society; and reach their dreams and goals for the future.  These are the basic needs and desires within each individual.  If a student holds these to be true, I believe that I can effectively teach them.

Jennifer L. Bunt

Rocky River, Ohio  44116
440.331.2464