Veemanda Curpen

Lecturer | Department of Printmaking | School of Fine Arts MGI

Past

• Education Officer at Bon et Perpetuel Secours College, Beau-Bassin Jan 2015 – Apr 2017
• Resource Person at the MIE Oct 2015 - Nov 2015
• Lecturer at MIE (Full time) Jan 2015- Sept 2015
• Education Officer at Bon et Perpetuel Secours College, Beau- Bassin 2005 – 2015
• Lecturer at the School of Fine Arts MGI / UOM (Part-time) 2012 - 2016
• Trainer FDI (Part-time) 2013 – 2016
• Formation en Education a L’image - “Analyse Filmique” Volet 1 Feb 2015
• Formation en Education a L’image – “La realisation de film avec les enfants” Jul- Aug 2015

Qualifications:

• University of Brighton / MIE
  MA Education 2010 – 2012
• Visva- Bharati University, India
  MFA in Graphics (First class) 2006 – 2008

Exhibitions:

• Rhythm on Fire Exhibition 2015

• International Women’s Day Exhibition 2014
• Group Exhibition ‘No Titles’ at Port Louis Museum Gallery 2012
• Participate at ‘Salon de Mai’ Exhibitions 2004 – 12
• Painting exhibition : 150^th anniversary celebrations of Grudev Ravindranath Tagore 2011
• Phoenix Les Halles Expo 2009 – 10
• Leisure Events in collaboration with the Ministry of Tourism and Leisure 2004 – 05
• Environment project : AHRIM Environmental Charter Launch 2002

Research

‘I think that the arts are so close to our psychological and biological core, so close to this biological identity, that rather than think of arts courses as sort of whipped cream or luxury, they must become basic experiences in education.’ (Abraham Maslow)

Research studies have given me insights of a broader exposure to the knowledge about the field of art and education through theory and has propelled me into the school of Fine Arts, in the Printmaking Department well-equipped to face the coming challenges. My main objective is to ensure professional development through questioning and reviewing of my own practice as well as different aspects related to art education, particularly printmaking, in a critical way. I want to reflect on them with a broad minded approach to question, understand or find answers to current social issues. Consequently, research in art education whether theoretical or empirical are essential to professional practice. There is a need for teacher/lecturer to adopt what has been called an ‘extended professionalism’, that attitude to their work which makes them professionals in the full sense rather than mere practioners’ (A.V.Kelly, 1999). To achieve this level of professionalism, we need to acknowledge the importance of research in relation to theory, policy and practice in our evolution process. It has a major role to play in moulding a system that will ensure quality, effectiveness and relevance of art education to learners. As I advance in my research and my practice, I feel very enthusiastic in taking new challenges in the printmaking field, for instance moving towards non-toxicity of printmaking processes and relevantly engaging student in this particular artistic field. I hope that my endeavour will prove to be advantageous to the whole Fine Art school community where I intend to implement planned and guided innovations and accordingly connect theory and practice.