Branden Law

Discussing my artistic journey means highlighting the individuals who marked pivotal moments along the way. The impact that Kathleen Pfeifer, Brenna McCormack, and Rhea Nowak had on me during my formative years has been profound and enduring. Their influence is embedded in both my artistic practice and my role as an educator.

Though art has always been part of my life, I consider my serious engagement with it to have started around 4th grade. Until then, I had shown talent but was scattered across various hobbies and interests. Kathy Pfeifer, my art teacher from 3rd to 5th grade, provided the crucial nudge that set me on my path. While she typically focused on building skills and portfolios for the NYSATA Portfolio Project in 3rd and 4th grades, she recognized my potential and invited me to participate a year early. She felt that this challenge would help harness my talent and ambition rather than letting them stagnate. Many ‘gifted children’ face the challenge of having talent without the drive to cultivate it further. Looking back, I wish I had committed more seriously to my art at an earlier age and given it the attention it deserved. Even now, I sometimes struggle to find the space for my creativity and artistic practice. However, without that early push, I’m uncertain where I would be today. That opportunity not only jumpstarted my artistic career but also guided me toward education, marking the first time I felt truly seen and praised. This experience likely planted a seed about the significant impact educators can have on their students. I achieved one of the highest adjudications that year and scored near-perfect marks the following year. While my talent and drive played a significant role, Mrs. Pfeifer's constant support and motivation were crucial to my success. By the end of 5th grade, I even jokingly told Kathy that she should be ready to retire by the time I graduated college so I could take her job. Later, I informed both her and the district art show’s high school teacher that I intended to take the high school job instead.

It wasn’t until six years later that I had Brenna McCormack as my teacher. I took her photography course during my junior year, but by then, I was already a familiar face in the art wing, so we knew each other well. Brenna embodied the passion and dedication of an educator who prioritizes her students' overall success over mere academic knowledge. She would joke about "house training" us, emphasizing that learning to be caring individuals was as important as learning art. She became a refuge not just for me but for many of my classmates, a reputation she still holds in the district. Her warm yet firm approach motivated even the most rebellious students to strive for improvement. During high school, I began to seriously consider teaching as my future path, even though I wasn’t sure what it would entail. Brenna supported me throughout this process, helping me navigate my way to Savannah College of Art and Design (SCAD) and offering guidance without trying to redirect me. I did get a small “I told you so” after I student-taught with her during a winter break from SCAD and decided to transfer back to New York to pursue a teaching career.

Transferring to SUNY Oneonta introduced me to Rhea Nowak, a professor of Printmaking and Director of the Teachers Learning Center. As a transfer student, I had a pre-set schedule for my junior year. My previous experience at SCAD had solidified my passion for illustration, so I was excited to be placed in a Drawing 3 class. However, I was less thrilled about the sculpture and printmaking courses on my schedule. Having had limited success with 3D design at SCAD and no recent experience with printmaking since 6th grade, I viewed these classes as obstacles. But a tour of the Fine Arts Building with the visual arts department chair and a meeting with Rhea, who was in the middle of working on her own projects, eased my concerns. Despite my initial reluctance, printmaking captivated me over the semester. By December, Rhea and I were already planning how to incorporate more printmaking into my remaining semesters. I was thrilled when she asked me to be her teaching assistant for Printmaking 1. This experience, especially during a pandemic, provided invaluable teaching experience and a significant advantage as I began my career. Rhea’s support, both during my time at SUNY Oneonta and afterward, has been instrumental. She became my advisor after my first semester, guiding me in balancing my roles as an artist and educator—a challenge I had previously feared. Even after taking on new responsibilities, Rhea continued to advise me and helped me secure gallery exhibitions, reinforcing her impact on my career.

I share this story not only to highlight my journey and the mentors who shaped me but also to emphasize a fundamental belief: we are all products of our environment and experiences. We carry with us the influence of others, whether by choice or not. My stable start in education is due to the strong, influential educators who guided me. Observing their approach taught me that being an exceptional educator involves much more than delivering content. It’s about recognizing potential, guiding students toward their best selves, and prioritizing their well-being over perfect grades. It’s an ongoing quest to be the best person, artist, and educator for the benefit of students and the future.