Susan Bari Price
Susan Bari Price is a realist artist concerned with conveying the human spirit. Her classical vocabulary and harmonious palette combine to create quietly powerful paintings.
Price began her formal studies in art at the age of eighteen in the painting program at Kansas State University, and later at the University of Oregon where she received her degree. In pursuit of the mastery of her craft, she completed the Aristides Classical Atelier at Gage Academy of Art in Seattle. There she studied with Juliette Aristides as well as Tony Ryder and Michael Grimaldi.
Price has worked as a graphic designer and instructor throughout her developing career as an artist. Price applies her acute sense of design and composition in the thoughtful creation of her paintings; and her instructional design experience to her passion for teaching.
Price has shown in numerous group shows and is represented by Atlanta Art Gallery.
For additional information about Susan Bari-Price and her art, please visit her web site: www.susanbariprice.com.
Artist's Statement
Teaching philosophy
So much of what makes a great work of art is expressed through intuition and the subconscious that it would seem that training would not be necessary. Not so. Expressive works that radiate emotion and ideas are born from years of practice and hard work. Think of the amount of time the concert pianist must spend playing scales and simple melodies before progressing to complex concertos. In the same way, the student of art practices the scales of their language before they are capable of visual communication. Once these skills become second nature the voice within has the necessary vocabulary for true creative freedom.
It is an honor to be an art instructor and I take the responsibility of the direction of my students very seriously. My students are presented with clear, thoughtfully organized instruction through examples, handouts, demonstrations and group discussion. Students are provided with ample class time to practice their skills supported by individual critiques. I encourage my students to do their best given their current skill level, and to embrace their work as an opportunity for growth. Each act of trying brings new found insight and ability.
I emphasize self-correction—the ability to learn how to learn. Students are shown the importance of drawing upon their own source of motivation to inspire themselves to higher levels of achievement. I focus on individual skill development, and alongside skills, beauty, truth and excellence. I teach using the proven methods from the 19th century ateliers—structured progress and processes for both drawing and painting.
Drawing and painting involves two modes of working: our intuitive sense and analytic thought. When we are learning, problems occur when we try to use both at the same time. Our analytic mode blocks the loose attitude required for intuition, and intuition softens the faculties needed for learning precision and accuracy. Therefore I divide class projects into expressive lessons (intuition), and skill-building lessons (analysis). Over time, students learn to use these modes alternatively in the course of an artwork and at appropriate times during the process.
Susan Bari Price
Teaching philosophy
So much of what makes a great work of art is expressed through intuition and the subconscious that it would seem that training would not be necessary. Not so. Expressive works that radiate emotion and ideas are born from years of practice and hard work. Think of the amount of time the concert pianist must spend playing scales and simple melodies before progressing to complex concertos. In the same way, the student of art practices the scales of their language before they are capable of visual communication. Once these skills become second nature the voice within has the necessary vocabulary for true creative freedom.
It is an honor to be an art instructor and I take the responsibility of the direction of my students very seriously. My students are presented with clear, thoughtfully organized instruction through examples, handouts, demonstrations and group discussion. Students are provided with ample class time to practice their skills supported by individual critiques. I encourage my students to do their best given their current skill level, and to embrace their work as an opportunity for growth. Each act of trying brings new found insight and ability.
I emphasize self-correction—the ability to learn how to learn. Students are shown the importance of drawing upon their own source of motivation to inspire themselves to higher levels of achievement. I focus on individual skill development, and alongside skills, beauty, truth and excellence. I teach using the proven methods from the 19th century ateliers—structured progress and processes for both drawing and painting.
Drawing and painting involves two modes of working: our intuitive sense and analytic thought. When we are learning, problems occur when we try to use both at the same time. Our analytic mode blocks the loose attitude required for intuition, and intuition softens the faculties needed for learning precision and accuracy. Therefore I divide class projects into expressive lessons (intuition), and skill-building lessons (analysis). Over time, students learn to use these modes alternatively in the course of an artwork and at appropriate times during the process.
Susan Bari Price