Last week I posted an announcement about the new distance learning program in scientific illustration taught by natural science illustrator, Gretchen Kai Halpert. Today we have the opportunity to learn more about this program.
You are invited to join the conversation with Gretchen below. Gretchen is happy to answer your questions about her new program. If you have a question related to one of the topics below, please post your question in the proper thread. If you have another question you would like to ask, please enter it in the Comment box below. Thank you.
Save the Date
The next 10-week session of Gretchen’s distance learning program begins
January 20, 2015. To register, contact Gretchen.
ArtPlantae Today 
Gretchen, thank you for your time today and for introducing us to your new distance learning program in science illustration. Online and distance learning programs in natural science illustration are not common. When did you launch your program and why did you start it?
Thank you for your interest in this program.
In 2012, I was invited to teach scientific illustration overseas, at National Taiwan University. Faculty, students and administration were intrigued with this field of combining art and science, but had no established programs. While I perceived art being best taught in the classroom, I saw not everyone had access to instruction. This thought muddled around in my head off and on until I received an email from a Venezuelan artist, living in Japan, who was interested in learning scientific illustration. After searching for programs to meet her needs, and coming up empty-handed, I offered her an on-line course. She is now in Session III. We have met regularly through four countries and time zones, and the process has been smooth. A second group completed Session I this fall.
What can participants look forward to learning in your program?
Participants can look forward to attentive instruction, focused assignments, and improvement in their artwork. They receive both individual attention and access to each other. Each week, students receive a lesson and an assignment. The day after they turn in their work, they receive a critique. While lessons and media are specific, students choose their own subjects. This way, they focus on their interests. So far, majority interests have been botanical and medical. Projects will range according to registants’ interests. In Session I, participants learn foundation skills, lighting, and scientific conventions. Foundation skills include developing a sketch, perspective, proportion, and value. Each lesson builds on the one prior. As the program progresses, we tackle composition and research, and we practice technical skills in different media. Students have access to me throughout the week and may meet with me face to face (on-line) or strictly though email. I like to run the class similar to meeting in real life. The experience can be as personal as each student chooses.
Is your program a mostly self-paced program or are there weekly assignments and projects with firm deadlines?
Weekly assignments and firm deadlines. I find this format helps students stick with their projects. Some students will produce the same amount and quality of work regardless; others are more productive when they know I will be looking at their drawings on a set day and giving them a new assignment the following day. There is flexibility in this program as well. If someone is unable to complete an assignment within the set time, they may finish it as they are able. My focus is helping each participant reach her or his goals.
Students have the option of enrolling in individual classes or enrolling in the full certificate program. Students registered in the full program have an internship requirement. Can you tell us more about his requirement?
I received my certificate in “Scientific and Technical Illustration” from the Rhode Island School of Design/CE before they instituted an internship requirement. I felt I missed an opportunity to build my portfolio and make professional contacts in the field. Years later, when internships and independent studies were part of the RISD/CE program and I taught in the program (for 14 years), I served several students as both independent study and internship mentor. The advantage to both were obvious. It is fine to learn the tools and techniques of scientific illustration, but it is another to put those skills into a specific project and to work with a scientist. Internships often lead to published art and future work. With both scenarios, I serve as the mentor. I help find the internships or help develop the independent study. Once the project is established, I meet with the student regularly to answer questions, critique the work, correct anatomy, and so on. Some students know exactly what they wish to do and find their own resources. Others seek more collaboration with me.
The program is comprised of four ten-week sessions. Session I covers the studio basics listed in my brochure. Session II advances to more complex techniques and media. Session III focuses on specific projects and allows digital media. Session IV is an internship or independent study. Students completing the full program receive a certificate of completion.
Participants have the option of taking single 10-week sessions. This format provides an opportunity for participants to try the program out without committing to the full program, or to take a break and catch the next session down the road. It allows for both flexibility of scheduling and financing for the student.
You have many years of classroom teaching experience. How does teaching science illustration online differ from teaching science illustration in person?
It IS a different way of teaching. In person, I can walk around the room and give attention to whomever needs it, as soon as s/he needs it. I can demonstrate a technique such as how to hold a crow quill or how to remove that pesky fiber from the nib. I can put the week’s work on the wall, look at it very closely, and discuss it. Online, I use videos to teach techniques. Videos are preferable to real-time online demonstrations because the resolution of the latter is not sufficient. Students are able to watch a video as many times as they need to, which is a big plus. I answer questions individually, though I will often share them with the online class. Online classes are spared some of my humor.