“For this Gustavus professor and art historian who started teaching in historic times, adapting to change is nothing new.”
“It was 10 years between when I finished undergrad and when I started graduate school — absolutely the right amount of time for me.”
At Stanford University, San Francisco, and across the country, their work spanned art galleries and museum collections during those 10 years. A path to professorship slowly emerged out of curation, as Stockmann discovered a love for educating and mentoring young people. “Helping them shape a project, research in the collections, and do something innovative in the gallery space was so exciting. My PhD arose as the next step to do more of that.”
Now, as an assistant professor in art and art history at Gustavus, Stockmann uses their skills as a curator to build a curriculum that links the past and present. “Sometimes students come in thinking they’re going to get art history like a Ken Burns documentary,” when in reality, discussion topics evolve based on current events or student interests. That responsiveness to changing times is a core element of Stockmann’s teaching philosophy, especially as an art historian. “Art is not a reflection of what’s happening in the world; it’s part of the world and always has been.”
Stockmann began teaching at Gustavus during the COVID-19 pandemic, when responding to change was critical. Despite the obvious challenges, they’ve found some positives in the new reliance on digital study materials that students can share and build upon. At the same time, they recognize that reliable access to online resources can’t always be assumed. “From an equity perspective, it’s a good reminder that some of the things that get masked in a pre-pandemic semester are getting unmasked in a way that should stay transparent.”
To Stockmann, the best teaching relationships happen when both parties learn from each other, including through mentoring. Whether through a student presentation or an unfamiliar pop culture reference, Stockmann consistently finds joy in learning something new about their favorite research topics. “That’s why I’m in education. I want to continue to learn forever.”
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