Bridging Creativity and Connection: Insights from Artist Shawn Coss and Educator Matt Fitzpatrick
Biographies:
- Shawn Coss: Professional artist known for his mental health-focused art, influenced by his background in nursing and unique personal experiences.
- Matt Fitzpatrick: Elementary art teacher integrating art and technology, emphasizing inclusive practices and fostering self-expression.
Interview Transcripts
Interview with Matt Fitzpatrick:
1. Icebreaker:
Q: What inspired you to become an elementary school art teacher, and do you remember a specific moment when you knew teaching art was your calling?
A: I grew up in a family of artists. I have always pursued it as a hobby. But, when I was 28, I took a job as an aide in a 4th-5th grade special ed class. I really enjoyed working with kids, and art was my passion, so I combined the two.
2. Early Influences:
Q: Were there any teachers or experiences during your own education that influenced your teaching style or approach to art education?
A: I found the most value in student teaching. I student-taught under Cathy Ibanez, a 1st and 2nd-grade art teacher. Ninety percent of my good habits I learned from her.
3. Scenario/What If:
Q: If one of your students created a piece of art that sparked controversy (due to subject matter or interpretation), how would you handle the situation to support both the student and the wider school community?
A: First, I have a conversation with the student. It is their artwork, and they may have a strong belief in what they created. Most of the time, they don’t, and they say they will change, erase, or modify it. If they are passionate about it, I find a way to celebrate it, sometimes with adults and not young students who may not understand the context of the imagery.
4. Expertise/Experience:
Q: What strategies do you find most effective for engaging young students who may be hesitant or unsure about participating in art activities?
A: I give them space. I tell them I’m not going to force them to do anything. I tell them it is important that they understand that this is a safe space where they should feel comfortable trying new things.
5. Borrowed/Quote Question:
Q: I’ve read that art can be a powerful tool for self-expression and building confidence in young students. Do you find this to be true in your classroom, and how do you foster an environment where students feel safe to express themselves?
A: I know which students have severe learning disabilities and what those disabilities are, like severe dyslexia. Knowing this, if they have even a small amount of pride in the things they make in art, I make it a huge deal and celebrate every one of their creations. I do this so they have at least one space in school where they always feel successful.
6. Favorite Lesson:
Q: Do you have a favorite art lesson or project that you love to teach every year? What makes it so meaningful or successful?
A: Totem poles. We learn about the Indigenous people of the Pacific Northwest. Students assign animals that represent specific character traits to each one of their family members. They then use the totem poles like talking sticks but tell stories about their family using the totem poles.
7. Challenges:
Q: What are some of the biggest challenges you face in teaching art at the elementary level, and how do you overcome them?
A: Behavior. Building relationships with the students outside the art room so they understand that they are part of the school community and that all adults here are there to support their development into good people/citizens.
8. Teaching Philosophy:
Q: How has your teaching philosophy evolved over the years, especially as new educational trends and technologies have emerged?
A: Since art and technology have developed side by side over the years, I look at my students as future creators. But with what tools? I do not know, as new things are developed for manufacturing every day. So I have them learn laser cutting, 3D printing, Tinkercad, and interactive artwork using external circuit boards starting as early as kindergarten. I want them to have an understanding of manufacturing, production, and the design process.
9. Changes Over Time:
Q: Have you noticed any changes in how students approach or think about art in recent years? If so, what do you think has influenced these changes?
A: They want to create awesome things, but they need more stamina to focus on something for long periods of time. Very few children can focus on one thing for 30 minutes. So I instruct for maybe 4-5 minutes at the beginning of class, get them started, and then give them additional instruction every 5-10 minutes after that. This gives them a brain break and keeps the projects moving forward. You can clearly see a difference between children who are on screens all day at home and those who have screen time restricted. I’m shocked there is no bigger movement to get young children off screens.
10. Future Plans:
Q: Are there any new projects or ideas you’re excited to try out in your classroom, or ways you hope to evolve your teaching in the future?
A: I just got a laser cutter this year. I’m excited to have the kids make mechanical creations.
Interview with Shawn Coss
1. Early Interest in Art and Mental Health
Q: How did you first become interested in using art as a medium to express themes, particularly around mental health? Was there a specific moment or experience that led you down this path?
A: Art’s always been a thing in my life. It wasn’t something I woke up and chose to do. My dad was an artist, and I was just drawn to it early on. The darker themes are mostly from my mom, who was a huge Stephen King fan. I started exploring mental health in my art around 2016 after working as an ER nurse.
2. Influences and Style
Q: Were there any artists, experiences, or personal challenges that influenced your focus on mental health in your artwork?
A: No one specifically influenced the mental health themes. It wasn’t really being represented, so I took it on myself. I aimed for a minimalistic style to emphasize the message rather than intricate details.
3. Addressing Societal Challenges
Q: If you were to create a new series addressing a societal challenge, such as the mental health impact of social media, what themes would you focus on?
A: I’d probably focus on the disconnection between politicians and the people, though it would be challenging to approach without creating division.
4. Creative Process
Q: Your work strikes a unique balance between horror and vulnerability. What’s your process for creating pieces that evoke strong emotions?
A: I start with a phrase or quote that resonates with mental health themes. I build sketches around that, emphasizing dynamic, exaggerated figures.
5. Balancing Personal and Audience Expression
Q: Do you see your work as a form of personal therapy, or a way to help others confront mental struggles?
A: My artwork has kind of become a vessel for others’ feelings. My fans often resonate with the same emotions I’m expressing, which helps me connect with them.
6. Preferred Medium
Q: Is there a particular medium you feel most connected to?
A: I use Procreate on the iPad, which lets me work anywhere without a lot of supplies. It’s efficient, and I can easily make changes.
7. Challenges in Representing Mental Health
Q: What challenges do you face when creating work about mental health?
A: People often think creating this type of art puts me in a dark place, but it doesn’t. The hardest part is translating complex conditions into a single image that resonates.
8. Art as Therapy
Q: If designing an art program for mental health, what would you prioritize?
A: I’d focus on self-expression over skill, allowing artists to release emotions without worrying about perfection.
9. Evolution in Approach
Q: Has your approach to mental health themes evolved over time?
A: Since starting, I’ve updated my approach to reflect new understandings of disorders like OCD, aiming for accuracy in my work.
10. Future Directions
Q: What future projects are you excited about?
A: I’m interested in animation and exploring mental health themes in film, video games, and clothing design.
Compare and Contrast
The interviews with elementary school art teacher Matt Fitzpatrick and professional artist Shawn Coss reveal two distinct yet interconnected approaches to art, emphasizing the role of art in education, self-expression, and societal impact. While both individuals are deeply passionate about art, their paths, motivations, and areas of focus provide a fascinating comparison of art’s versatility as a tool for communication and growth.
Themes of Influence and Early Inspiration
Matt Fitzpatrick and Shawn Coss were both shaped by early exposure to art. Matt attributes his artistic journey to a family background steeped in creativity and a pivotal experience working as a teacher’s aide in special education. “I grew up in a family of artists,” Matt recalls. “But when I was 28, I took a job as an aide in a 4th-5th grade special ed class. I really enjoyed working with kids, and art was my passion, so I combined the two.” This blend of passion and mentorship shaped his teaching philosophy and commitment to fostering self-expression among his students.
Shawn, on the other hand, describes his artistic journey as innate, deeply influenced by his artist father and his mother’s love for darker storytelling. “The darker themes are mostly from my mom,” Shawn explains. “I grew up in Maine, a couple of miles away from Stephen King’s place, and my mom was a huge Stephen King fan.” His focus on mental health emerged later in life through his experiences as an ER nurse: “I really wanted to pursue what mental health really looked like.”
While Matt’s journey emphasizes external influences, such as student teaching under Cathy Ibanez, a mentor he credits for “90% of my good habits,” Shawn’s trajectory highlights a more introspective path, driven by personal and professional encounters with emotional struggles. Both stories underscore the transformative power of life experiences in shaping an artist’s voice.
Focus and Purpose of Art
Matt Fitzpatrick’s teaching philosophy centers on empowering young learners to embrace creativity, self-expression, and confidence. His classroom projects, such as totem poles, help students explore identity and family relationships while learning about cultural history. “If they have even a small amount of pride in the things they make in art, I make it a huge deal and celebrate every one of their creations,” he shares. This inclusive approach fosters a sense of belonging and confidence, particularly for students with learning disabilities.
Shawn Coss, in contrast, uses art to address mental health themes, bringing visibility to conditions that are often stigmatized. His minimalist, emotionally charged illustrations focus on conveying complex emotions in a simplified way: “I wanted to create a minimalistic design so that it wasn’t so much about the artwork, but more about the message it was trying to portray.” Shawn’s work invites viewers to confront their vulnerabilities, bridging the gap between individual struggles and collective empathy.
As Davis (2003) writes, “Students who study the arts learn to recognize and give shape to their own feelings by expressing themselves through artistic production” (p. 23). While Matt uses art to nurture young minds, Shawn leverages art to challenge societal norms and provoke dialogue about mental health. Despite these differences, both approaches emphasize art’s potential for personal growth and societal impact.
Approach to Challenges
Both Matt and Shawn face unique challenges in their work. Matt encounters behavioral issues in the classroom but overcomes them through relationship-building and fostering a supportive school community. “I build relationships with the students outside the art room so they understand that they are part of the school community,” he explains. He also adapts his teaching methods to accommodate students’ varying attention spans, using tools like laser cutters and 3D printers to keep them engaged.
Shawn’s challenges are more conceptual, as he strives to distill the complexities of mental health into single, impactful images. “The hardest part is just trying to take something like a mental illness or a behavior and make it into one image that relates to everyone,” he shares. Additionally, Shawn navigates misconceptions about his work, noting, “People always seem to think that me doing all this artwork… puts me in a depressed mood. It doesn’t.” His ability to maintain emotional distance while creating deeply resonant work reflects his adaptability and commitment.
New Insights and Questions
The interviews underscore the multifaceted role of art in education and mental health. Matt’s emphasis on celebrating small successes invites further exploration into how educators can integrate art into broader learning strategies for neurodivergent students. As Susan D. Loesl notes, “Art making is often their refuge. Through art, students with cognitive challenges learn to concretely work through their understanding of abstract concepts” (Loesl, 2013, p. 47). Similarly, Shawn’s focus on mental health highlights the potential of art in therapeutic settings to bridge the gap between personal healing and public advocacy.
Both interviews also highlight the evolving nature of art in response to societal and technological changes. Matt’s integration of tools like 3D printing and interactive artwork prompts a reflection on how technology can enhance art education. Shawn’s interest in expanding into animation and video games sparks curiosity about how new media can make mental health themes more accessible and immersive.
Significance and Reflection
What stands out in these conversations is the shared belief in art’s ability to inspire, connect, and transform. For Matt, the joy lies in witnessing his students’ growth and confidence: “I want them to have at least one space in school where they always feel successful.” For Shawn, it’s the connection with his audience and the emotional resonance of his work: “My artwork’s kind of not become my own anymore. I’m almost becoming a vessel for other people’s turmoil.”
As Vieth (2003) observes, “Artists are travelers on the road to self-discovery. Their commitment to the task of self-discovery moves them to share their vision with others” (p. 35). Both Matt and Shawn embody this principle, using art as a means to inspire, heal, and engage. Whether teaching elementary students or addressing societal issues, the universal language of art fosters growth, dialogue, and understanding.
Visual Data and Insights
| Theme | Matt Fitzpatrick | Shawn Coss |
|---|---|---|
| Early Influences | Family of artists; student teaching | Artist father, Stephen King influences |
| Primary Focus | Art as a tool for education and growth | Art as a medium for mental health |
| Key Challenges | Behavior management; attention spans | Simplifying complex emotions |
| Future Goals | Interactive art tools, manufacturing | Animation, mental health in new media |
| Art’s Impact | Confidence-building, inclusivity | Empathy, emotional connection |
This comparative exploration highlights how art transcends its medium, shaping both the creator and the audience in profound ways. Whether teaching elementary students or addressing societal issues, the universal language of art fosters growth, dialogue, and understanding.
References
- Davis, J. H. (2003). Room 13 and the power of art. Teachers College Press.
- Loesl, S. D. (2013). The adaptive art specialist: An integral part of a student’s access to art. NAEA.
- Vieth, K. (2003). The artist-teacher: A philosophy for creating and teaching. Davis Publications.