Teaching Statement

Views on Art Education

Key concepts of art education emerge from our appreciation and understanding of the subjects, achievements, consequences and potentials of the arts in relation with science, technology and other areas of human creativity. The arts and the art education are reflected in the society and influenced by it, so they should examine, critique and overcome their biases and circumstances rather than opportunistically serve the current political dictates or economic demands. This requires art educators to be honestly devoted and proactive in their advocacy for quality and integrity of education as a keystone of our civilization.

Throughout my career, I have learned to appreciate the privilege of being an artist, and to respect the responsibilities of being an educator and researcher. Every human being has the right to explore the arts in any preferred mode of engagement: from pursuing professional career to enjoying casual enrichment of everyday life. Therefore, art education in principle should epitomize diversity, inclusivity, equity and justice.

As the arts have evolved into a complex network of interrelated interests, skillsets, methods, practices, and contexts for expression and meaning making, studying art requires courage, openness, dedication, persistence, patience, and passion from all involved actors: students, faculty, staff, and administrators. The point of studying art is to cultivate our wonder, care, and interest for exploring art as a unique human faculty, so the prime condition for studying art successfully is learning how to learn. This is why in every academic environment the students are highly responsible for the quality and outcomes of their education.

Creativity, critical thinking, collaboration, and communication are the principal skills for the arts. They are achieved through individuation, reflection and problem-solving, and an artist can advance only by continuously empowering her talent with hard work, reasoning and learning the practical, technical and theoretical features of art. To transcend currently prevailing design-oriented and technologically driven trends, new media art education should encourage open-minded experimental approach and empower the new media-related technical skills with broader theoretical knowledge and appreciation, and deeper practical understanding of the related art disciplines such as visual arts, performance, music, literature, etc.

Teaching Interests

I teach transdisciplinary media arts courses in generative art, interactive art, video, experimental animation, sound art and game art. I approach these disciplines with enthusiasm for their creative and expressive potentials, and with a critical view on their cultural contexts, ethical consequences and political implications.

Generative art unfolds in a range of creative methodologies for consciously interacting predefined systems with different factors of unpredictability in conceptualizing, producing and presenting the artwork. It appreciates the artwork as a dynamic catalyzing event or process, inspired by curiosity, susceptible to chance and open for change. My teaching generative art pertains to exploring its poetic, expressive and cognitive scopes, studying concepts and mastering techniques for the creation of analogue or digital art projects.

Interactive art is a heterogeneous multidisciplinary realm of art and design, in which the artists employ the existing and invent new methods for active transformation of the artwork in relation to the participant. My teaching interactive art pertains to studying concepts and poetics, and to providing students with the frameworks for learning interaction techniques and tools.

Within a broad context of media arts, video art, experimental animation, sound art and game art have evolved into complex disciplines with diverse methodologies and applications. My teaching these subjects pertains to exploring their creative potentials by focusing on contemporary technologies, to studying divergent artistic approaches and poetics, their historical and contemporary cultural contexts. It introduces the students to the concepts, techniques and tools for making artworks of various scales and degrees of complexity. It provides the basis for understanding the conceptual and theoretical layers of the creative strategies in these fields through critical assessment of their cultural, economic and political aspects.

Methodology and Teaching Style

My teaching methodology is defined by flexibility, adaptability, anticipation and proactive innovation. It has benefited from, and contributed to my research, enabling me to successfully use diverse methodologies to run both practice-based (studio), theoretical (seminar), and hybrid courses. My teaching methodology is focused on exploratory learning, with an emphasis on inventive use of software and hardware systems for responsible art production, and for gaining deep understanding of the creative processes, their communicative powers, educational potentials and social impacts. It has been enhanced by supervising students of various profiles, departments, schools, and cultural backgrounds.

Teaching Interactive Media and mentoring the FYPs at the NTU, I have developed methods for running content-rich and task-intensive courses, and for supervising students’ work on complex interactive art projects. At the IGC, at the FFA and at the SU, I have been engaged in extensive mentoring of students’ PhD dissertations, graduate assignments and capstone projects in new media and visual arts. I have successfully used online platforms for research, collaboration and teaching such as DR-NTU, Open Source Studio, MS Teams and Zoom corporate editions.

My teaching style is expansive and collaborative. It integrates all aspects of my research, so I expose students to a range of ideas from the arts, science, technology, philosophy and popular culture. The focus is on developing effective research and production techniques, mastering skills and building competences for the creation of cogent, engaging and socially relevant artworks. This is achieved by combining intellectually open experimentation with a sound balance of motivation and interests, individual and collaborative studio work, learning, critical thinking, assessment, evaluation and communication.

Teaching Experience

I have taught a range of courses on all levels, such as Generative Art, Interactive Spaces, Interactive I, Interactive II and Narratives for Interaction at the School of Art, Design and Media, Nanyang Technological University in Singapore (NTU); Poetics of Digital Art Seminar with the Digital Art PhD Program of the Interdisciplinary Graduate Center, University of the Arts in Belgrade (IGC); Transmedia Research Studio, Drawing Studio and Painting Studio at the Faculty of Fine Arts, University of the Arts in Belgrade (FFA); Transmedia Colloquium, Art Gaming, Senior Project, Computer Graphics Seminar, Computer Art Studio and Special Topics in Computer Art at the Computer Art Program in the College of Visual and Performing Arts, Syracuse University (SU).

For Interactive Media pathway at the NTU, I have designed BFA syllabi for Generative Art, Networked Art and Culture, Interactive I, Interactive II, Narratives for Interaction, and Sound Art courses. I have contributed a Seminar in Emerging Media and Interactive Art for the university-wide MiniMaster program. I have been serving as a FYP supervisor, student internship supervisor, and as a mentor for the INT students. For New Media Department at the FFA, I designed complete BA, MA and PhD curricula, and the core courses on all three levels: Transmedia Research Studio, Technologies of New Media Art, and Discursive Practices of New Media Art. For the IGC, I designed curriculum for the international Art of Digital Media MA Program, the Poetics of Digital Art Seminar for the Digital Art PhD Program, and I participated in curriculum development of the Digital Art PhD Program. For Game Art and Design joint MA program between the IGC and the Faculty of Mathematics in Belgrade I have designed Interactive Media and Interactive Media Seminar courses.


The students I had taught and mentored have been pursuing successful careers as artists, designers and academics. Some of them are Vladimir Todorović, Blake Marques Carrington, Dylan Moore, Ján Skaličan, Denis Kozerawski, Laurel Severin, Slavica Panić, Ivan Grubanov, Nemanja Nikolić, Isidora Krstić, Nina Ivanović, Aljoša Ninković, Ana Nedeljković, Damjan Kovačević, Jelena Vitorović, Nataša Stojanović, Ana Banduka, Deana Petrović, Martina Petrović, Aleksandra Kovačević, Julijana Protić, Jelena Nikolić, Veljko Onjin, DigitGroup and Dragana Grbić.