adnan lotia TE ACHING PORTFOL IO

adnan lotia t e a c h i n g p o r t f o l i o

adnan lotia 220 Covert Street #1 Brooklyn NY 11207

347-935-0195 | adnan@adnanistan.com | adnanistan.com

education M.S. Art + Design Education Pratt Institute, Brooklyn, NY | 2012

Graduate Graphic Design Academy of Art University, San Francisco, CA | 2006

Graphic Design Harvard University, Cambridge, MA | 2003

B.S. Studio Art New York University School of Education, New York, NY | 2001

Liberal Arts Vassar College, Poughkeepsie, NY | 1999

teaching experience Illustration Teacher Homeschoolers Network, New York, NY | 2013–2014

Taught narrative illustration to middle and high school students. Developed lesson plans

incoporating drawing, illustration and design concepts.

Robotics Teacher Vision Education + Media, New York, NY | 2012–2014

Taught Lego robotics to elementary and middle school students in an afterschool setting.

Implemented lesson plans incoporating technology, construction and coding concepts.

Claymation Teacher Saturday Art School, Pratt Institute, Brooklyn, NY | 2011–2013

Taught claymation to elementary school students. Developed lesson plans incorporating

sculpture, photography, and principles of art and design with varied materials.

Student Teacher High School of Art and Design, New York, NY | 2012

Taught graphic design and illustration classes to high school students. Developed lesson

plans incorporating graphic design, visual culture, and creative problem-solving.

Art + Design Teacher Teaching in Galleries, Pratt Institute, New York, NY | 2011

Taught art and design to high school students in galleries and museums around New York City. Developed a

curriculum incorporating art and design concepts, based on portraiture.

Head of Art Department The CAS School, Karachi, Pakistan | 2007–2010

Taught art and design to middle school students. Developed art and design curricula incorporating advanced

drawing, problem solving and research-based design. Designed school publications, prospectus and website.

Design Teacher Southshore School for A-Level Studies, Karachi, Pakistan | 2008–2010

Taught design to high school students. Developed design curriculum incorporating graphic design, technology

and principles of design. Designed school publications and prospectus.

Program Coordinator SMB Fatima Jinnah Government Girls School, Karachi, Pakistan | 2009

Taught art to middle school students. Developed art curriculum incorporating critical thinking, direct

observation and imaginative exercises.

Art History Teacher Indus Valley School of Art & Architecture, Karachi, Pakistan | 2001–2002

Taught art history to undergraduate students. Designed a class website to facilitate coursework and

understanding. Restructured the institution’s liberal arts curriculum and grading policy.

Art Teacher Karachi American School, Karachi, Pakistan | 2001

Taught art to elementary, middle and high school students. Introduced students of all levels to techniques and

materials. Worked with Advanced Placement students on portfolio creation.

rèsumè

adnan lotia t e a c h i n g p o r t f o l i o

my teaching philosophy consists of two core goals: cultivating creativity + fostering independence I achieve these goals using a combination of classroom strategies, strengthened by scaffolding, VTS techniques and innovative lesson planning

content > context > conceptMy teaching practice is based on providing relevant contexts for new concepts. While many artist-teachers introduce new

materials and techniques in isolation, I contextualize the tools of contemporary art and design using narratives from history or

examples from modern life. I relate material usage to concept development —so that in addition to learning new skills, students

understand how to apply them clearly and expressively.

art + design = societyI believe that education is synonymous with responsible citizenship. In my classroom, I model tolerance, multiculturalism, and social

awareness in an attempt to promote strong ethical values. My lesson plans are designed to broaden student perspectives on the

issues that confront the world today and the challenges that it will face in the future.

visual culture > cultural visionAn important part of my teaching approach is understanding the student population with whom I am working. I continue to expand

on my own interests that overlap with student culture in areas such as film, technology, comics, and gaming. I strive to incorporate

these resources into my lessons, both to engage students in the content, as well as to demonstrate its relevance to their lives.

teaching philosophy

adnan lotia t e a c h i n g p o r t f o l i o

team dioramas E L E ME N TA R Y SCHO OL CL AY M AT ION

battlebots E L E ME N TA R Y S CHO OL R OB OT IC S

group portrait with body casting HIG H S CHO OL P OR T R A I T URE

comic book inking HIG H SCHO OL I L LUS T R AT ION

lesson plans 2010–2014

lesson plans

adnan lotia t e a c h i n g p o r t f o l i o

team dioramasAges 5–8 years

Saturday Art School, Pratt Institute

Heavy paper, watercolor pencils, figurines, cameras

Art / Design / Technology

Students were shown examples of museum dioramas. After a discussion on figure and ground, they were paired up and asked to select a few

figurines from a huge box of toys. In teams, they decided on a background for their dioramas and then painted two sheets of paper for the

background and the base. The students then arranged their figurines within the dioramas and photographed them from several different angles.

Looking at visual resources Experimenting with watercolor pencils

Creating background and ground in teams Photographing the dioramas

the process

lesson plans t e a m d i o r a m a s

adnan lotia t e a c h i n g p o r t f o l i o lesson plans t e a m d i o r a m a s

adnan lotia t e a c h i n g p o r t f o l i o

Building and customizing a Battlebot Strengthening the robot with shielding

battlebotsAge 7–10 years

Afterschool Robotics, Packer Collegiate Institute

Lego EV3 kits, laptops, arena

Design / Technology

Students considered how a robot could be designed with both defensive and offensive capabilities. In small groups, they created robots with

shielding and added attachments for attacking other Battlebots. They programmed their robots to operate in an arena with defined penalty zones

and “safe” bases. They then held a tournament to test their robots against each other, continuously improving their performance.Devising a strategy and programming Testing and battling other robots in the arena

the process

lesson plans b at t l e b o t s

adnan lotia t e a c h i n g p o r t f o l i o lesson plans b at t l e b o t s

adnan lotia t e a c h i n g p o r t f o l i o

Casting a classmate’s body part Collaborating on constructing the final piece

Demonstrating the casting technique Casting a body part

group portrait with body castingAge 14–17 years

Teaching in Galleries, Chelsea High School

Packing tape

Art / Sculpture

Students were shown visual references of artists who use body casting in their work, including Kiki Smith, Marc Quinn and Antony Gormley.

After observing a demonstration of how to cast their own body parts using packing tape, each student then cast a few body parts. The class

was then challenged to combine the parts together to form a cohesive whole. The finished piece thus represented all of the students and

served as a group portrait.

the process

lesson plans g r o u p p o r t r a i t w i t h b o d y c a s t i n g

adnan lotia t e a c h i n g p o r t f o l i o lesson plans g r o u p p o r t r a i t w i t h b o d y c a s t i n g

adnan lotia t e a c h i n g p o r t f o l i o

comic book inkingAge 14–17 years

Narrative Illustration, Homeschoolers Network

Paper, pencils, double-sided Sharpies, ink brush pens

Art / Design

After a demonstration on material usage, students began converting their pencil drawings into inked illustrations. Using multiple techniques,

including cross-hatching, line variation and solid colors, students explored the medium and arrived at a personal style which suited their

drawings. They then applied their inking style to their entire comic, with emphasis on consistency and clarity, before erasing their pencil lines.Combining techniques to form a personal style Applying consistent inking to the entire comic

Drawing the comic in pencil Exploring different inking techniques

the process

lesson plans c o m i c b o o k i n k i n g

adnan lotia t e a c h i n g p o r t f o l i o

“the educator with a democratic vision or posture cannot avoid in his teaching praxis insisting on the critical capacity, curiosity, and autonomy of the learner.” -p a u l o f r e i r e , p e d a g o g y o f f r e e d o m