Posts tagged Education

Point 89: APP Expanded Educational Resources

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An addition to the written Recommended Response & Recovery Interim Protocols1, the Association of Professional Piercers has broadened its library of  free resources available to body art practitioners, health inspectors, legislators, and the general public on the topic of body piercing.

A recording of the Reopening: What’s That Going To Look Like?2 webinar with Monica Sabin, Jef Saunders, and John Johnson is available on YouTube.

In collaboration with many experienced APP Conference speakers, the APP is offering a free webinar Online Educational Series open to all skill levels. So far, classes have been offered on a broad array of topics including Utilizing Your Phone, Studio Security during a Pandemic, and specific techniques for several different piercing placements, like tongues and daith.

The APP Procedure Manual (2013 Edition) is now available for free as a digital download; hard copies are still available in the APP Online Store.

An updated version of this document is in the works.

Watch the organization’s social media for upcoming and additional offerings. For all COVID-19 related updates from the Association of Professional Piercers check safepiercing.org/psa_covid-19.php.

1“Recommended Response & Recovery Interim Protocols,” Public Service Announcements: COVID-19, Association of Professional Piercers, accessed April 27, 2020, https://www.safepiercing.org/docs/APP_Recommended_Post-COVID19_Closure_Reopening_interim_protocols.pdf.

2 “Reopening: What’s That Going to Look Like?,” Online Educational Series, Association of Professional Piercers, recorded April 24, 2020,

https://youtu.be/gxIylS3CTKA.

3 “APP Procedure Manual, 2013 Edition,” Publication/Store, Association of Professional Piercers, accessed April 27, 2020,

https://www.safepiercing.org/procedure_manual.php.

Point 81: For Profit Apprenticeships Considered

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Jef Saunders, APP President

There are as many approaches to piercing apprenticeship as there are mentors. Those of us who have trained other piercers understand this, and I believe we tend to embrace it. I’d even go so far as to say each apprenticeship is different simply based on the two personalities involved. Three years ago, the APP Membership Committee and work groups at Camp APP started trying to tackle the  puzzle of apprenticeships, and how much (or how little) our organization should say about this aspect of the piercing industry. Something that we only briefly addressed was the idea of a for-profit apprenticeship. The idea of for-profit apprenticeships isn’t new, but because of its rarity it is worth thinking about in greater detail.

In a for-profit apprenticeship, the apprentice pays the mentor a sum of money to receive their piercing education. There are a variety of ways the piercer could pay for their apprenticeship: a lump sum, month to month, or even by getting a paycheck from the shop, with a portion of the pay kept as repayment for the education. The intricacies involved in a paid apprenticeship are important to consider. What exactly is the apprentice buying? Are they guaranteed a career? Are they guaranteed a certain level of mastery? Or is this more like a long term class that the apprentice either passes or fails? In more traditional “internship” style apprenticeships, there may be timelines set, but often they are flexible based upon how the apprentice is proceeding. Typically, the apprentice learns at their own pace, with some goals in mind, and the mentor decides when appropriate mastery of a skill or topic is achieved. In a for-profit apprenticeship, this responsibility is flipped, and the mentor must meet educational goals the way a college course moves at a pre-determined pace. Perhaps the apprentice keeps up, perhaps they don’t.

This approach is not without its upsides. One of the things that prevents piercers from taking on  apprentices is the concern that this freshly educated piercer will just become a competitor when they feel like they are ready to pierce without supervision. The mentor is frustrated because they’ve invested significant time and effort, and at the end of the experience they’ve gained nothing except a new form of competition.

In a for-profit apprenticeship there should be no illusions: the customer (apprentice) is buying education to do with as they please. It’s possible to draw a contract that limits this as a possibility, but my guess is that enforcement of a non-compete clause in an educational contract like this one would be prohibitively expensive. Still, the big upside for a mentor is that they see an immediate financial payoff from the apprenticeship experience. In addition, the mentor will likely set a timeline in advance, so they know how much time and effort the apprenticeship will require on their part.

There are advantages for the apprentice, as well. In essence, becoming a customer shifts the power dynamic. The mentor now answers to the apprentice in terms of the quality of their apprenticeship. This can solve problems that often arise in more traditional piercing training situations. The mentor needs to prove to the apprentice in advance that they have a quality product that they will deliver, and in a reasonable amount of time. This means education that will likely be successful in preparing the apprentice for a career in piercing. It’s conceivable that there are consumer protections in place that can prevent an apprentice from paying for education that the mentor fails to provide. While there are no guarantees, this definitely puts the onus on the mentor to deliver quality education, and potentially puts them in a competitive market with other experienced piercers.

This brings us to a question, though. Is a for-profit apprenticeship even an apprenticeship at all? Or is it long-term paid training? Is this the kind of training regulated by local, state/province or federal law? No doubt, when large sums of money are exchanged for education the government is likely to have some say in the matter, and the person providing the product should expect to do the legwork to make sure they are providing training that is legally allowed. It may turn out that offering a for-profit apprenticeship is actually too expensive for the mentor, if local laws require significant amounts of licensing. It is strongly recommended that piercers choosing to offer paid apprenticeships thoroughly investigate local laws pertaining to this kind arrangement.

The APP has addressed apprenticeships in its Suggested Apprenticeship Guidelines and Curriculum. The Association has done its best to provide insight into safe, ethical training without trying to establish “the single correct way”. My hope would be that this guide could be useful to mentors in deciding  if  a for-profit apprenticeship program was worth their time, and also empower would-be apprentices to find education that both fits their needs and isn’t exploitative of their time, money, or energy. You can find the APP Suggested Apprenticeship Guideline and Curriculum free of charge at safepiercing.org/.

Point 81: WHAT HAS PIERCING TAUGHT YOU—AN INTROSPECTIVE

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Collected by Kendra Jane B.

Body piercing and suspension have taught me that I can maintain and find my center calm in stressful situations. I can work efficiently and effective when others can’t. I’ve learned to be humble and true to myself. I have learned that people can overcome almost anything (pain, healing, criticism) that comes in their path to achieve their goals. I’ve learned that while I may just be poking holes in people, I must remember this is an experience and milestone for so many clients. I’ve learned to arrange my behaviors in such a way to make people comfortable and trust me upon the first minute of interaction. I’ve also found what makes me happy and gives me passion—Britt Riggs

I’ve learned patience and professionalism. What I’m building will never end and my skills will never be as good as they will be in the future. I’ve learned that I can completely change someone’s day and be a ray of light in their ‘story’. It’s taught me to stay humble and that I’m lucky to be in my own shoes. There are tons of people miserable in their jobs and I’m lucky to be in love with mine.-—Tyler Hamline

I already possess all the strength I need to live through anything.—Jaymes Lombardi

I have learned about my limits, and to trust my intuition. I’ve learned not to take myself too seriously, and that sometimes shit just happens. I’ve grown a thicker skin and also become a compassionate person. I’ve learned how, and the importance of, setting boundaries, and that preserving my own mental health needs to be a priority if I want to be so emotionally available for my peers and clients. And I’ve learned the power of the little things, like an extra smile or hug.—Ali Pope

That I know nothing. That being  humble goes a long way and that no matter how trivial it sometimes seems, I get to make a difference in someone’s life.—Ken Seyler

There is always more involved than just what is visible to the naked eye.—Tod Almighty

Patience, professionalism, how to have a backbone, and most of all is how beautiful people are.—Kendra Hansen

Piercing has taught me patience, kindness, to be open and to listen to others. It has taught to be kind to myself, it has shown me that everyone is different and everyone deserves to be educated and treated like it is their birthday, even if they aren’t your clients.—Nina Mikulin

That I am capable of more than I ever thought possible, how to be patient, and most of all, how absolutely beautiful people are. I’ve found so much joy, gratitude, and humbleness in this industry.—Taryn Dahlgren

I have learned how to love myself in more ways than I could explain. I grew up, toughened up, and learned how to be a light for many people. I’ve made connections deep enough to find a new meaning in what I consider a family.—Corey DeMelo

That I’m not bad at ‘physical’ or intricate work. All through growing up, I thought I was a kid who was good at things like reading and writing and bad at everything else. I found learning to pierce much more difficult than any studying I’d ever done in the past, but so much more enjoyable and rewarding, and my drive to want to do this is what pushed me forward when I found it hard. I’m constantly surprised at how quickly I can pick up new things now. Becoming a piercer has honestly raised my self esteem because until that point, other people had made me believe that I was a ‘bright kid academically who couldn’t do a good job of practical things.’—Becky Crossan

That I didn’t have to stay in the situation I was given. That dedication and strength of will can lead me to anything I want to do. That my experience of joy can also help others find their joy. It taught me patience and empathy.—Ryan Archuleta

Point 81: LEARNING STYLES

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Kendra Jane B., Point Editor

Most of us have spent the greater portion of our life up to this point on the planet learning. It may have been in the structured classroom setting of a university, or it may have been the wide open fields that come with being home schooled. No matter how we have come to where we are in our life, all of our previous experiences have been learning experiences. Learning is the process which combines action and reflection. There are many things that we can do in order to make ourselves  better learners.

The first thing to do is to have a good understanding of how you learn so that you can maximize your strengths, adapt existing strategies, and develop new techniques for yourself. One of the best ways to maximize this learning is by becoming aware of your learning style(s). Some individuals will have one dominant learning style, whereas others will have more than one area of strength. You may also find that you utilize one learning style in a particular setting while using a different one under other circumstances.

Becoming a piercer may not have the same types of learning curves that other careers have, however it is still learning-centric and most piercers take the full responsibility of learning their craft and trade on them- selves. In this article we are going to discuss one classification of learning styles, the VARK, that focuses on four specific styles in which students take in information; visual, auditory, reading/writing, and kinesthetic. Some students are visual learners, while others are auditory or kinesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. (Gilakjani, 2012) There are a great many resources available to read, videos to watch, podcasts to listen to, or even other piercers to shadow and learn hands-on from. Many of us will often gravitate to one of these learning styles over another, finding that it works better for us.

The VARK Questionnaire Scoring Chart

Use the following scoring chart to find the VARK category that each of your answers correspond to. Circle the letters that correspond to your answers e.g. If you answered b and c for question 3, circle V and R in the question 3 row.

It is important to remember that the results indicate a ‘rule of thumb’ and need not be rigidly applied. Remember that the questionnaire is not intended to ‘box’ respondents into a mindset that they have been ‘diagnosed’. Rather, it is designed to initiate discussion about, and reflection upon, learning preferences.

As students, we learn best by seeing the value and importance of the information we have been present- ed with. If we are not interested in the material presented, we will not want to learn it. Students learn in many different ways. Visual learners learn by viewing charts, graphs, and pictures. Auditory learners learn by listening to lectures and verbal explanations. Kinesthetic learners learn by doing and tactile practice. Students can prefer one, two, or three learning styles. (Gilakjani, 2012)

Learning styles may be defined in multiple ways, depending upon one’s perspective. Here are a few definitions of learning styles: Brown (2000) defines learning styles as the manner in which individuals perceive and process information in learning situations. He argues that learning style preference is one aspect of learning style, and refers to the choice of one learning situation or condition over another. Celcia-Murcia (2001) defines learning styles as the general approaches—for example, global or analyt- ic, auditory or visual—that students use in acquiring a new language or in learning any other subject. Learning style is sometimes defined as the characteristic cognitive, affective, social, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact  with,  and  respond to the learning environment (MacKeracher, 2004). The remainder of this article will discuss the three main learning styles: visual, auditory, and kinesthetic.

For our purposes, we will be consolidating the visual/ reading and kinesthetic/writing portions of VARK.

Visual

Visual learners think in pictures and learn best with visual images. They depend on the instructor’s or facilitator’s non-verbal cues such as body language to help them with understanding and comprehension. Sometimes, visual learners favor sitting in the front of the classroom. They may also take descriptive notes about the material being presented.

Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me,’ ‘let’s have a look at that,’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.

Visual learners will:

  • Take detailed notes rather than get involved in discussions
  • Tend to sit in the front so they can see clearly
  • Benefit from illustrations and presentations, and especially those in color
  • Make comments like:
    • “How do you see the situation?”
    • “What do you see stopping  you?”
    •  “Do you see what I am showing you?”

Auditory

These individuals discover information through lis- tening and interpreting information by the means of pitch, emphasis, and speed. Auditory learners gain knowledge from reading out loud in the classroom and may not have a full understanding of information that is written (Ldpride,n.d.).

Someone with an Auditory learning style has a preference for the transfer of information through listening; whether to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me,’ ‘let’s talk it over,’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!

Auditory learners will:

  • Enjoy discussions and talking things through and listening to others
  • Acquire knowledge by reading aloud
  • Hum and/or talk to themselves
  • Make comments like:
    • “I hear you clearly.”
    • “I’m wanting you to listen.”
    • “This sounds good.”

Kinesthetic

Individuals that are kinesthetic learn best with an active “hands-on” approach. These learners favor interaction with the physical world. Most of the time kinesthetic learners have a difficult time staying on target and can become unfocused effortlessly.

Someone with a Kinesthetic learning style has a preference for physical experience – touching, feeling, holding, doing, and other practical hands-on experiences. These people will use phrases such as ‘let me try,’ ‘how do you feel,’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment and never look at the instructions first!

Kinesthetic learners will:

  • Need lots of breaks and will want to move around
  • Speak with their hands and gestures
  • Remember what was done, but have difficulty with what was said or seen
  • Learn through doing activities
  • Make comments like:
    • “How do you feel about this?”
    • “Let’s move forward together.”
    • “Are you in touch with what I am saying?”

Previous studies concerning visual, auditory, and kinesthetic learning styles according to Dunn and

Dunn (1978) conclude that only 20-30% of school age children appear to be auditory learners, 40% are visual learners, and 30-40% are tactile/kinesthetic or visual/ tactile learners. Barbe and Milone (1981) stated that for grade school children the most frequent modality strengths are visual (30%) or mixed (30%), followed by auditory (25%), and then by kinesthetic (15%). Price, Dunn, and Sanders (1980) found that very young chil- dren are the most tactile/kinesthetic. They concluded that there is a gradual development of visual strengths through the elementary grades, and that only in fifth or sixth grade can most youngsters learn and retain information through the auditory sense. Carbo (1983), investigating the perceptual styles of readers, found that good readers prefer to learn through their visual and auditory senses, while poor readers have a stronger preference for tactile and kinesthetic learning.

One of the most significant issues in learning to learn is an individual taking the responsibility for their own acquisition of knowledge. The individuals should know what their own learning styles are and what characteristics this style has, and that they should thereby behave according to this style. In this way, the individual can acquire the constantly changing and increasing amount of information without need for the assistance of others. When the learner takes the responsibility of their own learning, they attribute meaning to the process of learning. They develop an understanding of their own form of learning style and become much more satisfied with the environment they interact with. Every opportunity for learning is a chance for them. It is in the learner’s hand to use different methods and develop learning styles to some extent (Coffield, 2004).

There are three particularly vital reasons that understanding and utilizing learning styles are import- ant. First of all, people’s learning styles will vary because everyone is naturally different from one another. Secondly, it offers the opportunity to teach by using a wide range of methods in an effective way. Sticking to just one model will create a monotonous learning environment, so not everyone will enjoy the lesson. In other words, learning and teaching will be just words and not rooted in reality. Thirdly, we can manage many things in education and communication if we really recognize the groups we are called (Felder, Silverman, 1988; Coffield et al., 2004).

Learning style has an important place in the lives of individuals. When the individual knows their learning style, they will integrate it in the process of learning so they will learn more easily, more quickly, and be more successful. Another advantage of the identification of learning style by the student is that it will help the student to become an effective problem solver. The more successful the individual is at solving the problems they face, the more control they will take over their own life (Biggs, 2001). It is important for individuals to receive education in areas suitable for their learning styles. A person educated in an area having no relationship to their learning style may lack confidence and they may be less successful; as a result, they may become frustrated.

Knowledge of learning style also provides information to the student as to why they have learned in a different way than others. It helps to control the process of learning. As a student gains an understanding of their learning style and becomes autonomous, they will take responsibility for their own education. This has to be part of the learning process to enable the individual to obtain knowledge, which constantly shifts and changes, without any help from others. Confidence in learning will consistently rise when learners know how to learn. Learning to learn and grasping knowledge in a suitable manner will lessen the need for an overbearing control by teachers. At this point, teachers guide the students. The students take responsibility for their learning, they are at the center of the process, and everything is under their control. They search answers to the problems and benefit from their unique performances and preferences in their learning styles. Those people will identify their aims, unlike those whose learning style preferences are not identified. They know what they want to learn and “how.” This awareness will change their perspectives on learning new things (Fidan, 1986).

It is very important to understand and explore each individual’s learning style. Analyzing one’s own particular learning style can be very helpful and beneficial to the student by aiding them in becoming more focused as an attentive learner, which ultimately will increase educational success. Discovering this learning style will allow the student to determine their own personal strengths and weaknesses and learn from them.

As piercers, we should be focused on perpetually improving our knowledge and craft. Understanding the most effective learning methods for us personally will help in this pursuit. As practitioners, understanding the different learning modalities will aid in our client interactions. Catering our aftercare speeches, placement explanations, and informational discussions to the learning styles of our clients will improve their grasp and understanding. Even though we don’t work in traditional classrooms, the dissemination of knowledge is a major component of our industry.

References

Barbe, W. B., & Milone, M. N. (1981). What we know about modality strengths. Educational Leadership, 38 (5), 378-380.

Biggs, J. (2001). Enhancing Learning: A Matter of Style or Approach? Perspectives on Thinking, Learning and Cognitive Styles, R. J. Sternberg, L. F. Zhang (Eds.). Mahwah, Lawrance Erlbaum Associates, N. J.

Carbo, M. (1983). Research in reading and learning style: Implications for exceptional children. Exceptional Children, 49, 486-494. Celce-Marcia, M. (2001). Teaching English as a second or foreign language, (3rd ed.). Dewey Publishing Services: NY.

Coffield, F. (2004). Learning Styles and Pedagogy in Post-16 Learning. A Systematic and Critical Review. Learning and Skills Research Centre, London.

Dunn, R., & Dunn, K. (1978). Teaching Students through their Individual Learning Styles. A Practical Approach. Prentice Hall, Reston, VA.

Hyland, K. (1993). Culture and learning: a study of the learning style preferences of Japanese students. RELC Journal. Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Eng.Educ.,78674-681. Fidan, N. (1986). Learning and Teaching at School, Concepts, Principles, Methods. Ankara: Publication.

Fleming, N.D. & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11.

Giliakjani, Abbas Pourhossein. (2012) Visual, Auditory, kinesthetic Learning Styles and Their Impacts on English Language Teaching. Lahijan Branch, Islamic Azad University, Lahijan, Iran English Language Department, Islamic Azad University, Lahijan, Iran.

MacKeracher, D. (2004). Making sense of adult learning. Toronto: University of Toronto Press.

Price, G. E., Dunn, R., & Sanders, W. (1980) Reading achievement and learning style characteristics. The Clearing House, 5.

Peyman, Hadi et al. (2014)“Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran.” Journal of Clinical and Diagnostic Research.

https://www.utsc.utoronto.ca/aacc/sites/utsc.utoronto.ca.aacc/files/tipsheets/

http://education.seattlepi.com/teaching-strategies-different-learning-styles-4007.html

https://en.m.wikipedia.org/wiki/Learning_styles https://wss.apan.org/jko/mls/Learning%20Content/ILS_Validation(IJEE).pdf https://web.wlu.ca/learning_resources/pdfs/Learning_Styles.pdf

http://vark-learn.com/wp-content/uploads/2014/08/The-VARK-Questionnaire.pdf

Point 81: Learning Outside of Conference

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PROGRESSIVE MENTORSHIP BY RYAN OUELLETTE

While Jesse Villemaire and Efix Roy focus primarily on health and safety courses (in both English and French) in Canada, my primary focus is on techniques and their application. I offer shadowing sessions for profession- al piercers in my New Hampshire studio, Precision Body Arts. Shadowing allows a piercer to witness techniques and client interactions first hand to help expand their knowledge base. I offer short seminars annually at the Boston Tattoo Convention, but I hope to expand my USA seminar offerings to full day classes at my studio and at host studios in the USA in 2018. I also volunteer teaching time at several conferences worldwide including APP, UKAPP, BMXnet, LBP, and GEP in Brazil. I look forward to continuing volunteer instruction to bring safe practices to as many piercers as possible. I can be contacted through my website www.precisionbodyarts.com/ as well as www.progressivementorship.com.


Ryan Ouellette teaching at APP Conference 2017. Photo by Autumn Swisher
Private Classes—Jef Saunders

I provide a variety of different educational experiences. In addition to teaching for the Fakir Intensives and the Association of Professional Piercers, I have been an instructor in Mexico at LBP, in Brazil at GEP, and in Great Britain at UKAPP. I provide my own line of classes, called the Advanced Fundamentals series, and have provided these classes at several shops all over North America. Topics discussed include disposable piercing studios as well as techniques classes on specific piercings like the nostril, nipple, navel, daith, tragus, and rook. I also provide in-shop consultations. You can book me for an Advanced Fundamentals class catered to your needs or a shop consultation by contacting me at Jef@JefSaunders.com

Private Classes—Aiden Johnson

I teach classes about the various metals used for body jewellery, their pros and cons, their history and source, how they are created, and their uses within pierc- ing. I have taught at UKAPP (2015, 2017), APP (2017), and BMXnet (2017). My life before piercing was as a Mechanical Engineer for the Ministry of Defence (MoD) where I specialised in materials testing and quality control. Now I’m a professional guest artist and jewellery manufacturer. I have also taught private seminars based around increasing sales and efficiency within a studio, and I am planning a new sales seminar for UKAPP next year. I’m based in the UK, but travel for work, so the best way to contact me is through Instagram (@aidenmustdie) or Facebook (Aiden Johnson).


In-Person BBP classes (California Industry Specific)—Lee A. Ballesteros

This class is geared to anyone who is associated with the body art industry in California. The Safe Body Art Act in CA requires that all persons who are at risk of exposure to BBP undergo yearly industry specific training. This course has been crafted to expressly address all aspects of body piercing and tattoo studio regulations and precautions that will be necessary to conform to these needs. Covered topics are fully inclusive of the BBP Standard, best practices within our industry, and what the Safe Body Art Act means to us. I have built my course to seamlessly transition between the BBP Standard, which is Federal Law, and the CA Safe Body Art Act, which is for us in California studios. I cover the common sense stuff, the  hard stuff, and then delve deeper to help you discover what can be done to protect yourself and your clients. Knowledge is power and you must be familiar with all the ins and outs of the law to wield this power. If you have chosen to be in this profession, you must also make the conscious choice to be a professional about it. No other course will do this for you, and no other instructor is as committed to the personal experience as I am. Although we all have our regular BBP certification that is usually completed online, nothing can replace an in-person course with respects to understanding just how much we need to do to keep ourselves and our customers safe. Questions and discussion are immediately available. Since we do this all day, every day, we tend to become lax after a time. How much attention is paid when you do the online course? Do you find yourself tuning out? Make it a more engaging event; one that can save your life.

Lee A. Ballesteros has been a body piercer and studio owner for 25 years, and has taught her own industry specific BBP course, B.A.P., since 2011. Courses offered in the past through Coun- ty Environmental Health Departments include Sacramento County & San Joaquin County. The B.A.P. course is a recognized and approved BBP course in most California counties. This course is offered in a group setting either at your studio or through the local Health Departments.

If you would like to organize a group or host me in your studio please contact me at contactleeb@gmail.com. If you would like to ask your Health Department to offer an in person course, you can have them contact me also. Cost is $25.00 per person and includes a course booklet and certificate, good for one year. Travel time is included within an hour and a half ra- dius, while further distances are charged by the mile – so the more attendees, the less expensive it can be! The course takes approximately two and a half to three hours.

Private Educational Body Piercing Seminars—Luis Garcia

I started teaching my own educational seminars in 2014. I have enjoyed teaching for the APP and other organizations, but wanted to try a different format, more like a workshop, but with live piercing demos (which we cannot offer at APP and many other conferences). I wanted to concentrate on technique theory and technique application, which I feel can be more difficult to process in a conference environment. These ideas led to me teaching my first seminar at The Crypt in Arlington,Texas, a two-day ear project and surface piercing seminar.

The reception for the seminar was way better than I had hoped, but I knew I wanted to adjust the way I did things. I reworked a few things, and relaunched my seminars in 2016.

I prefer to concentrate on technique theory and technique application. I can do a set topic or two, as I have done for most of my seminars. With enough notice from a host shop, we can get the word out to your clients and book appointments for the piercing models. Many times, the students want to volunteer to be piercing models as well. The first half of the day is theory and lecture, then after lunch we cover the technique application and live piercing.

I can also offer a more “freeform” approach, as I did for a seminar at Amory Body Arts in San- ta Cruz, CA. They were concerned that the main topic I was teaching at the time (genital piercing) wouldn’t garner interest from potential client/piercing models, so I built a class around what piercings clients were willing to let me perform in front of my students (ironically half of the appointments were for genital piercings). The client would come in for the appointment, do their paperwork and select jewelry, then while the Statim sterilized, the client could sit in with the students on the theory presentation for the piercing they were about to get. This went well on several levels, breaking up the day a little more, and the clients absolutely loved learning about the piercing they were getting.

If anyone is interested in being a host shop for my seminars, please feel free to contact me at bodmodkub@gmail.com, or via Facebook message.