Mr. David Sapp

David Sapp

Position: Professor of Arts
Phone: 419.372.0866
Address: 328D George Mylander Hall


Professional Biography/Profile

2005-present. Professor of Art, BGSU Firelands, Bowling Green State University. Conducts classroom lectures and discussions, studio development, individual and group critiques. Designs and implements studio problems, examinations, writing and research assignments. Serves on department and university committees. Course work: Introduction to Art, Design Studio, Drawing Studio, Media Studio, Figure Drawing, Printmaking, Painting, Art History and summer workshops.

1999-2005. Associate Professor of Art, BGSU Firelands, Bowling Green State University.

1994-1999. Assistant Professor of Art, BGSU Firelands, Bowling Green State University.

1994-present. Director, The Little Gallery, BGSU Firelands, Bowling Green State University. Plans and coordinates gallery exhibitions for national, regional and student artists.

1989-1994. Assistant Professor of Art, Ashland University. Conducted lecture and studio instruction in drawing, printmaking, aesthetics and design foundations. Served on departmental and university committees. Advised students. Coordinated the development of the department slide collection.

1989. Instructor, University of Toledo. Performed studio instruction in intermediate drawing and design.

1987-1989. Graduate Teaching Assistant, Bowling Green State University. Conducted classroom lectures and studio instruction in two-dimensional design and introductory art.


Teaching Philosophy

As an instructor in the visual arts, I am dedicated to the development and actualization of the creative potential of students. In my teaching I recognize three primary responsibilities in establishing an effective learning environment: to impart knowledge, to facilitate the students' acquisition of knowledge and to act as a role model within my discipline. The imparting of knowledge is the most prominent function of the faculty member. It is my responsibility to convey the content of the discipline. The manner in which knowledge is communicated is crucial for the success of student learning. I believe it is my duty to educate with a sense of service. It is my responsibility to act as a continuing resource for the student in terms of visual language, media, expression, the history of art and contemporary issues. It is my task to encourage student growth in a supportive and motivating fashion, to demonstrate where knowledge may be found and how to cultivate the resources which are available to them.

My most significant role as an educator is to facilitate the students' acquisition of knowledge. I act as a guide as students search for their personal creative process. It is my task to encourage the fostering of an atmosphere of inquiry in the exploration of visual concepts, media and the interpretation of environment through art. I strive to create a classroom setting where the students feel free to explore visual ideas while acquiring technical and formal knowledge specific to their area of study.

Perhaps the central focus in my teaching is cultivating students' growth as they explore the process of idea inception and image development. I act as a guide as students struggle with the problem-solving process. I encourage students to explore many alternatives in the selection of image possibilities; I assist the student in identifying and associating conceptual, formal and expressive patterns of thought; I help students implement the decision-making process as they establish problem parameters and image refinements; I support students as they work at overcoming creative barriers and expressive inhibitions; I validate the students' internal locus of evaluation while encouraging the value of positive, external criticism. It is my responsibility to guide students as they find their own method of experimental investigation and to help them develop a self-motivating work ethic in the cultivation of images and conceptual tools.

In an indirect fashion, I strive to educate as a role model. It is my hope that Students may obtain a vicarious experience through an awareness of my professional activities. I intend to encourage students through continuing to mature as a visual artist and as a scholar by producing and exhibiting images in my chosen media and by researching and writing in the field. Perhaps students' respect or appreciation for my activities will instill in them a professional commitment in the visual arts. By continuing to demand high expectations in my own professional life, students may be motivated to attain the high expectations I set for their academic work and to establish high goals for themselves as they begin their careers in the visual arts


Full Credentials

Master of Fine Arts, 1989, in drawing with research in printmaking, art history and the psychology of creative behavior. Bowling Green State University.
Thesis: "Traits of Creative Behavior Manifested in Zen Painting."

Bachelor of Arts, 1987, in art and psychology. Mount Vernon Nazarene College.

Attended Cleveland Institute of Art, 1978-1980.