A.  List of courses taught during evaluation period:   

FALL 2019 ART 150.01     Fundamentals of Design in Art                   3          18

FALL 2019 ART 170.01     Introduction to Drawing                               3          12

FALL 2019 GSR 220.05    Method if Multiples Discipline: The Art of Soft Sculpture

                                                                                                                   4          4

B.  List of other teaching-related activities (e.g., dissertation committees, course development, unique     features, etc.) during the evaluation period:

FALL 2019

1.     Developed and upgraded all syllabi, lectures, and lesson plans for three courses for Fall of 2019 (S_a)

2.     Participated in Art, Communication, and Theatre meetings (S_a)

3.     Shares ideas with colleagues who teach at Pratt, School of Visual Arts, New School of the art and more to discuss our method of teaching and shared our assignments, projects, and syllabus. (S_b)

4.     Communicated and posted weekly assignments on Blackboard (S_c)

5.     Recorded attendance on Navigate (S_c)

6.     Accessible and responsive to students during maintain office hours (S_d)

7.     Due to increasing seating capacity and resolved by arranged the drafting tables in the classroom to create deaf space (S_e)

8.     Contributed to art department meetings (S_f)

9.     Display the student works in the lobby to demonstrate their process in the classrooms (S_f)

10.  Inventory art supplies to purchase for art courses (ART150/170 and GSR220) (S_g)

11.  Academic Advising of 5 students (S_h)

12.  Worked with the Art Department on New Program Review Proposal (C_a)

13.  Presented 15-minute seminars on the diversity of artists’ biographies and their struggles for Fall 2019 courses (C_b)

14.  Managed several field trips for students to include museums; Hirshhorn Museum and Sculpture Garden, National Gallery of Art Sculpture Garden, Museum of African American Art, and Linda Jordan Art Gallery (C_e)

15.  Arranged “Plein-air drawing” trips on campus, also using Gallaudet transportation (C_e)

16.  Guest and Substitute lecturer in Michelle McAuliffe ART 135.01 (Digital Media I), and Scott Carollo ART 160.01 (Web Design). (C_g)

17.  Proposed 8 new courses including: Mixed Media, Sex & Art, Soft Sculpture, Painting: IDEAS, Textile Printing, Wearable Art, Performance Art and Installation (O_e)

Explanation of Activities Relevant to Teaching

(1): Manuel Vazquez created a new weekly lesson plan for teaching and activities for students to hone on their skills on techniques.

13): He researched and presented seminars on the diversity of artists who overcame their difficult careers as artists to provide insight for students to prepare for the career world and learned how to navigate through without it being a barrier.

(14): Mr. Vazquez coordinated Field trips to various locations based on the learning experiments using a variety of techniques. He appeared as a guest lecturer in Art 135.01 and Art 160.01. He also arranged for students to experience "Plein-air drawing" trips on campus.  

 (17): Due to the original class ART350 cancelling, he developed and taught a new course for GSR            300.04, the Art of Soft Sculpture, on short notice.  This was his first experience teaching General studies out of his field of expertise

Mava's approach to teaching extends far beyond traditional lecturing; it focuses on creating an atmosphere where students can push the boundaries of their art and collaborate to grow together. During the Fall of 2019, Mava taught three courses: ART 150: Fundamentals of Design in Art, ART 170: Introduction to Drawing, and GSR 220: Method of Multiple Disciplines: The Art of Soft Sculpture. Each one presenting its own challenges, nevertheless, Mava was dedicated to equipping his students with the tools and mindset they needed to succeed. 

Guidance from Faculty and Syllabus Development

In the early stages of preparing for these courses, Mava actively sought advice from seasoned faculty members on developing his syllabus. He focused on maximizing the Blackboard learning platform to post assignments and utilize various tools making the experience smoother for both him and his students. Mava prioritized organization, ensuring that all students knew where to find their weekly assignments and resources, which was especially crucial for his Deaf and hard-of-hearing students. He created a detailed and accessible syllabus, understanding that they would more than likely face discrimination in the job market, and needed all the support they could get.

Mava also dedicated time to delivering brief PowerPoint presentations in class, highlighting artists who overcame discrimination to achieve significant success. These weren't just casual anecdotes; they were powerful examples that demonstrated to his students that despite facing formidable challenges, success is attainable if they remain determined.

ART 150 - Fundamentals of Design in Art

 Now, as for ART 150, Mava went beyond the basics by introducing the Bauhaus methodology- the same approach focused on integrating art, craft, and technology. Mava's philosophy was straightforward:

• Foster collaboration among students.

• Build a strong rapport.

• Watch them support one another as they create.

 He wasn't just teaching design; he was fostering a vibrant sense of community.

For both their midterm and final exams, the students collaborated in teams to complete projects that applied the principles of Bauhaus, critiquing each other’s work along the way. The midterm was a group project that united everyone's strengths, while the final required students to weave their aesthetic into a collective design. This approach proved to be a tremendous success, as students embraced the Bauhaus philosophy not just in theory, but in practice. Mava's teaching transcended mere design instruction; it was about cultivating a creative community.

ART 170 - Introduction to Drawing

Then there was ART 170, which was a whole different concept. Here's the deal: more than half of the students enrolled for this course as an elective, expecting an easy, fun class where they could simply doodle their way to a grade. However, Mava understood that the university had higher expectations. He was determined to teach them the fundamentals of drawing – not just the art majors but also those who were taking this course for fun.

Mava diligently laid the groundwork by focusing on essential skills such as value, perspective, and other critical elements that elevate a drawing from good to great. He broke down the process for his students, emphasizing that drawing isn't merely about having fun; it’s about skill, technique, and dedicated practice. He challenged the art majors even further, helping them build their vocabulary and ensuring they dedicated time to practice. Slowly but surely, his students began to gain confidence. Those who initially believed they couldn't draw emerged with fundamental skills they could build upon. It wasn't an easy journey, but by the end of the semester, they understood what it took to draw at a higher level.

Syllabus Enhancements and Empowering Through Art 

Mava ensured his courses addressed the harsh realities faced by Deaf artists in today's world. He enriched the syllabus with content specifically focused on job discrimination that his students might encounter. Through brief short PowerPoint presentations, he highlighted artists who have broken through barriers, using their experiences as proof that success is attainable, even when society tries to shut you out.

These presentations went beyond mere academics; they resonated deeply with many of his students, allowing them to see themselves reflected in those stories. Inspired by the examples of resilience, they recognized that they, too could overcome challenges. Mava didn't just teach them to draw and design; he equipped them with the tools and mindset necessary to thrive in the art world.

Mava's teaching style emphasizes authenticity, community building, and preparing his students for the realities of the art world - both its triumphs and challenges. Whether through the Bauhaus approach in ART 150, balancing technical skill with enjoyment in ART 170, or equipping his students to confront discrimination, Mava's classes were about more than just teaching art. They aimed to shape stronger, more resilient artists. By the end of Fall 2019 semester, his students had learned far more than just art techniques—they had gained skills in collaboration, self-challenge, and overcoming barriers, all while understanding that their unique voices hold significant value in the art world.

It's important to highlight that the Fall 2019 semester was Mava's first as a new faculty member. Just as he was settling into his role, news of the COVID-19 pandemic began to emerge in late December, drastically altering his journey. Almost overnight, everything transitioned to online instruction for the following semester. This sudden change profoundly impacted Mava’s teaching approach, requiring him to adapt swiftly to a new reality. You'll read more about his transformative experience and challenges in his 2020 teaching narrative.