Mollee J. Daniels

In my drawings, prints, and mixed media artwork I interpret the psychology of memory, medical tragedy, and unexpected loss. I juxtapose line-drawn, rendered, and semi-transparent medical equipment with anatomical studies as a means to reflect on life-altering and life-ending medical experiences of my loved ones, and the raw intensity of emergency medical care. 

The sounds and visuals of medical care facilities foster a space of heightened anxiety – one prone to overthinking, confusion, and stress for both patients and their families. Medical equipment used in extensive, life-saving (or life-ending) procedures floats above, through, or behind other elements in my compositions, echoing the foggy, agitated, and fragmented memories found or created by these settings.

I intentionally overwhelm the viewer with dense, layered imagery – medical and mobility equipment, prescriptions, organs, arteries, and psychological tests – presented all at once. Stitched threads form maps similar to evidence boards, and reinforce the visceral physical, emotional, and mental demands of sudden crisis and emergency care.

Visual Art shows students how to create, but also how to communicate their ideas and beliefs. Throughout my life, I have been lucky to be able to correlate art education theory with artistic practice and lifelong learning. I believe the adoption of the Studio Habits of Mind simultaneously blends big idea concepts and social-emotional learning skills, forming the foundation for my classroom to build upon. As long as art connects diverse people across the globe, students will continue to develop the skills to use art as a tool for understanding alternative identities and perspectives. As an educator, I want my students to experience artmaking as a versatile, communicative process that invites people of all cultures and backgrounds to develop an understanding of the world around them.

Studio Habits of Mind encourage students to understand art worlds, stretch & explore, reflect, observe, develop craft, engage & persist, envision, and express themselves. By thinking like an artist, students can experiment and make mistakes, fostering the growth of critical thinking skills. My students are responsible decision-makers who involve themselves in giving and receiving feedback, as well as completing self-reflection exercises. As I encourage my students to think like artists in process and product, I also encourage them to use art as a tool to express their ideas and beliefs. I integrate these ideas into my curriculum development by attaching my units to the diverse experiences of humanity and encouraging students to make connections to their own, lived experiences. I believe making meaningful artwork starts with critically and creatively thinking about ourselves and the world around us. Through this approach, I encourage all students as artists and engaged individuals who can use art as a tool for understanding and shaping the world.