Teaching Philosophy

Because today's youth face a turbulent social climate, a tumultuous political climate, and the bombardment of sensation rather than digested experience, a solid foundation in Art becomes more important than ever. Learning through Art has an innate ability to teach students to begin to understand how we learn and make sense of knowledge (Metacognition).  Discovery through Art can foster growth in questioning, problem solving, understanding context, reflecting, actualizing, and evolving ideas. In short, I believe that learning through Art builds deeper, universally applicable cognitive skills and can broaden the understanding of where knowledge, purpose and meaning can be found. Engaging in a content centered studio practice helps students become more conscious of their own context, biases, questions, and culture. Learning to actively read art helps to build empathy. Engaging in positive studio habits can help students build creative grit, move beyond the first easy answer to more innovative solutions, and lean into their curiosity.

I am humbled and grateful for how the teaching experience continues to teach me.  As an educator, I strive to build strong relationships with my students so engaging in authentic conversation becomes the norm. Through consistently differentiated lessons and individualized instruction, I hope to build a creative community where all students feel empowered to see themselves as valuable members with creative potential. With thoughtful curriculum I strive to meet the students where they are to best support and challenge each individual. Although classes may differ, my guiding principles remains the same. With every opportunity, help students find confidence through art, help students be able to identify as capable creative problem solvers, build strong studio habits, be brave enough to take intelligent creative risk, and make work that they can take pride in.