Patricia Hulin
Students at a Kick Wheel, The Green Project, New OrleansStudent Work, Gavilan College and SJSU Graduate StudentsStudent Work Pair of Pants, large scale sand mold workshop for , Sonoma State UniversityStudent Work, Altered Chair Project, Beginning Sculpture, Mission CollegeStudent Work Altered Chair Project, Beginning Sculpture, Gavilan CollegeStudent Work Large Scale Site Specific Project, Beginning Sculpture Gavilan College Student Work Collaborative Light and Motion Installation Project, 3-D Design Gavilan CollegeStudent Work, Tattooed Walls, 2-D Design Class, Mission CollegeStudent Work Light and Motion Machine,
3-D Design Class, CSUS TurlockStudent Work Replicated Animal Skulls, Sculpture Metal Casting Class, 
CSUS TurlockStudent Work, Casting and Fabrication Project, Advanced Sculpture 
Mission CollegeStudent Work Abstract Bowl, 
Sculpture Metal Casting Class 
CSU StanislausStudent Work, Figure Modeling Class, Gavilan College.Student Figure Group, Sculpture Metal Casting Class, CSUS TurlockStudent Work Wooden Box Project, 
3-D Design, Gavilan CollegeStudent Work Based on a Professional Designer (displayed with relevant materials),
3-D Design Class, Gavilan CollegeStudent Work Color Drawing,
Beginning Drawing Mission CollegeStudent Work 
Cast Plaster and Paper Project, 
3-D Design Gavilan CollegeStudent Work, Cast Pears,
Metal Smithing, Mission CollegeStudent Work Duct Tape Banners Project, 2-D Design Class Mission College
Student Work
Statement of Teaching Philosophy

I believe that teaching is the most important contribution to society that I can make. I want to help my students discover their strong suits and a path towards their aspirations.
Just as in my own studio practice, I employ the use of many processes and idea development strategies as support for any chosen concept. My courses also emphasize an awareness of contemporary art, art history and the vocabulary of art.
I have observed two prevailing obstacles to student’s learning; being productive and being receptive. The task for me is how to instill confidence in their abilities and heighten their self expectations, without pacifying or rubber-stamping them. I strive to make the studio a genuine, robust working environment, which fosters community and facilitates student work. To lessen the stress of the classroom/studio I encourage collegiality among the students, and between the students and myself. This differs from a friendship as a respected, valued relationship with its own dynamic.
I have worked in many occupations and lived in many places. It is my belief that the essential content of any art studio course, the act of making something, is empowering in and of itself. I’ve discovered that studio art courses have the unique ability to mitigate many of the problems associated with learning disabilities. Moreover, they give ESL, kinesthetic and visual learners an alternative experience to lecture classes. For students in other disciplines as physics, anthropology and nursing, they are opportunities to have hands-on experiences that greatly enhance their curriculums. Studio courses impart to all students an invaluable skill set: confronting a problem, designing a solution, creating the solution, and strategies for doing so in the future.
For me personally, teaching art has been something like revealing an ancient mystery. It is a revelation that is based on the transfiguration of materials from an idea or an impulse to a tangible, engaging object. Yet after each semester, the metamorphosis of student from apprehensive to self-determined individual is evident and is education at its best.

Patricia Hulin