Education
Rhode Island College, MAT (K-12), Art Education
Endorsement MLL, Rhode Island College
Endorsement Computer Science, University of Rhode Island
Rhode Island School of Design, Certificate, Children's Book Illustration
George Mason University, BA, Studio Art
biography
Carolyn M. Dooley, a native of Virginia, has lived in Rhode Island for over twenty years. Her primary media is watercolor and pastel. Bucolic and natural scenes are a consistent theme in her art.
Dooley graduated from George Mason University with a Bachelor of Arts degree in Studio Art (Graphic Design concentration) in Fairfax, Virginia. She worked as a graphic designer for the US military and government think tanks, served as a Visual Information Officer/Training Support Officer in Heidelberg, Germany, and has always worked as a freelance artist. It was here in Rhode Island that she honed her illustration skills at the Rhode Island School of Design and eventually earned a Certificate in Children's Book Illustration.
Since Dooley loves to share her passion, she naturally progressed from teaching in after school programs to earning a Masters of Arts in Teaching (MAT) in Art Education and is certified to teach PreKindergarten through 12th grade by Rhode Island College.
She has had the privilege of teaching in schools in Cumberland and throughout Rhode Island, at all grade levels, public and private. She currently teaches Visual Art at Joseph L. McCourt Middle School and teaches at camps over the summer. Additionally, Dooley serves as a Cooperating Teacher for Rhode Island College, Providence, RI.
When not painting, Dooley can be found puttering in the yard; reading biographies; walking her dogs; relaxing with her cat; or riding horses.
artist statement
My art represents the good in our world through positive imagery and intimacy with the subject. I am hopeful that I inspire the viewers with my mindset and perspective.
As an artist who teaches, my inspiration comes from finding simple joys in life. Whether it is children, animals, or nature, these are simple moments that we take for granted and are what I find appealing. Peaceful scenes capture my interest. I continue to search for peace and that which brings me joy.
You will find examples of this imagery in my work through boldly colored skies reflected in a marsh or dragonflies darting in a wetland. I am a caretaker of this environment that inspires me. Therefore, I look to my environment for alternative surfaces and pigments. I regularly use materials such a recycled, stained teabags and newspapers in my art to enrich the visual and actual texture. It gives new life and sometime order, to discarded items that may or may not have a memory attached to it.
These subjects and materials have special meaning and memories; however, they exist in everyone’s everyday environment. It is a shared experience. It reminds us, Why not look for peace and joy? And when you have found it, why not spread it?
teaching philosophy
As an artist who teaches, I share my passion for art and focus on process, as well as a final product.
The Design Thinking approach, which is found in STEAM, encourages problem solving, exploration, research, and confidence in trying new ideas. I believe that the art studio is a place for anyone to feel comfortable to play and experiment. And in this studio space, I accept criticism as an opportunity to grow as an artist. I apply the STEAM pedagogy to my artistic process. I analyze all materials and objects as possible surfaces and pigments. As a result, I end up with pieces that reflect my personality or mood at the time of creation, e.g., whimsical, peaceful, or reflective.
Art is for everyone.
Regardless of age or ability, I believe that everyone can create and have satisfaction in the work that has been created. By creating an environment that is safe for the respectful exchange of ideas and collaboration, students approach their art inspired to work. In teaching art techniques and fostering a positive atmosphere, students find the art studio as a sanctuary where they want to learn about culture, each other, and themselves. I believe that the art room is a art studio for students to feel comfortable and supported. And in this studio space, students give criticism, as well as, accept criticism, and it is viewed as an opportunity to grow as an artist. This approach applies to other content areas and, most importantly, develops empathy as a person.