Richard Jochum is a conceptual artist working in a broad variety of media with a strong focus on video, interactive installation, performance, and photography. He is a studio member at the Elizabeth Foundation for the Arts and an associate professor of art and art education at Teachers College, Columbia University. He has worked in various media since the late 1990s and has had more than 130 international exhibitions and screenings. Richard received his PhD from the University of Vienna (1997) and an MFA in sculpture and media art from the University of Applied Arts in Vienna (2001). Richard’s art practice is accompanied by publications and research in the field of cultural theory, new media, and contemporary art and he has been awarded several grants and prizes. One of his latest large scale art installations has been a 30,000 square feet collaborative video mapping project onto the Manhattan Bridge.
Jaymes is the Tech Integrator and Fab Lab Administrator at the Marymount School of New York. Previously, Jaymes was the Program Manager at GreenFab, a program for students from the South Bronx that taught STEM skills through classes on sustainable design and green technologies. A piece of Dec history trivia, he also co-started a successful scavenger hunt company, cityHUNT. A graduate of the Interactive Telecommunications Program (ITP) at NYU, Jaymes has taught makers of all grade levels between kindergarten and graduate school.
Marisa Moran Jahn is an artist, educator, and the founder of Studio REV-, a public art + creative media non-profit organization whose key projects include El Bibliobandido(a masked, story-eating bandit), Video Slink Uganda(experimental films slipped or “slinked” onto pirated dvds that circulate in Uganda’s bootleg cinemas), several books about art and politics, and the CareForce, a public art project, film, + mobile studios (the NannyVan and CareForce One) amplifying the voices of America’s fastest growing workforce — caregivers. A graduate of MIT, she has taught in k-12 classrooms and environments with a focus on literacy, art, and working with historically under-resourced communities. She currently teaches at MIT, Teachers College at Columbia University, and The New School.
Erin Riley is the Mr. and Mrs. Alexander Jackson Director of the Engineering and Design Lab at Greenwich Academy, a preK-12 independent school for girls. Working in a hands-on studio/lab environment for 18 years and teaching in a variety of schools, has allowed Erin to mentor other educators from a diversity of experiences and perspectives. Erin has developed a language for working with teachers in both STEM and the humanities to craft personal and uniquely integrated projects that meet both classroom learning objectives and school-wide curricular threads for engineering and design. Erin is among the first cohort of Senior FabLearn Fellows at Stanford University where she writes on the topic of maker education, curriculum design, and the intersection of art, design and engineering. She holds an MFA from Maryland Institute College of Art.
Zhenzhen Qi is an art educator and computational artist. She is a doctorate candidate at Columbia University, studying and practicing new media art education. Zhenzhen is an adjunct professor at Baruch College, teaching New Media Art since 2015. She is interested in using New Media Art Creation and Pedagogy to explore new modes for learning, expressing, and relating to one another and the environment that surrounds us.
Avery has spent over 6 years working in the movie prop industry as a graphic designer and painter. Her work has been featured in such shows as The Blacklist, Luke Cage, 30 Rock, Unbreakable Kimmy Schmidt, and The Following. Her work can also be seen in various films and commercials. Avery works frequently with laser engravers, vinyl cutters and UV printers to create commercial looking props and unique effects. She loves teaching others how to work with these revolutionary machines and programs and she hopes by the end her students will love working with them too!
Trisha Barton has researched the role of stress, and other psychological phenomenons, where art and education meet. She is passionate about the affordances of hands on experiences toward understanding, transferring, and integrating multiple subjects. Recently, she has been researching art based learning and assessment in the classroom. In the past, Trisha has used her knowledge of maker labs and art to facilitate workshops for adolescents to develop programs that revolve around making, creative technologies, and the relationship between inquiry based projects and career development. She also practiced her passion and skills at the Noble Truth Project, Inc. when she was the fine arts and technology co-director where she worked with young men hoping to inspire and foster scholarly inquiry who had entered the Atlanta Juvenile Court system.