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Annie Irwin

Teaching Assistant
Painter, Weaver, Textiles Artist

Artist Statement
“I am a textile designer engaging with materials, structure, color, and texture to develop unique fabrics for the Interiors market. I’ve worked as a post-graduate silkscreen apprentice at the Fabric Workshop and Museum, have experience in print design for apparel, an award-winning upholstery fabric, an undying love for art, and a bizarre drive to construct and embroider sock animals.

When I was 11 years old, I was sitting at the car wash with my parents and found a magazine in the waiting room. When I came across images of wild paintings and gripping designs I was hooked. The article talked about art school and everything it offered. I was too young to apply, so instead, I drafted a handwritten letter and an attempted copy of Vincent van Gogh’s Portrait of Eugène Boch in acrylic paint. I sent the letter and artwork to the art school’s Admissions office.

Admissions replied, and told me the best way to assemble a great application was to remain passionate and practice drawing from life every day. I was lucky to have amazing teachers and a strong art department to help me through the awful time that was high school, but the advice given to me stayed with me throughout art school and still remains with me today. I am always excited to have a conversation about art, the creative process, critique, learning, and life.”

Video transcript
“I’m Annie and I’m a textile artist, painter, and weaver. I was always convinced that I was going to be a painter, I loved everything about it. When I went to school I decided to study textile design, which was a totally new discipline for me in an entirely new language. I was really bad at it when I first started but ultimately, I grew into it in a way that allowed me to bring my painting background into this new language. And it became a hybrid that was so personal to me and allowed me to make artwork that was my own in this new way.

The thing I love the most about being a TA is watching a student progress and really grow into their own as an artist. For example, a student who was drawing these things from life and they were very good, but he just wasn’t invested in the subject matter. And he loved architecture. I saw him trying these architectural spaces, but there wasn’t his personality and it was just a drawing of a staircase. So ultimately, after more and more conversations, the students started to bring himself into the work.

His final project was amazing. He actually constructed an architectural space there were foam boards and easels and music and ripped paper. It was a drawing in a whole new way, but it was so him and it had his name all over it. And to see that progress was so rewarding to me–to help this person find their individual voice.”

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