My Teaching Philosophy
As an educator and an artist, I look forward to bringing the rewards and challenges of art making to students. Creating art is a unique collaboration between mind and body, bringing together imagination and creative thinking with skill development and problem solving. These life skills will follow the student throughout their life, aiding them on whatever path they choose.
As the realm of education has changed drastically over the last year, I have kept pace with the constantly evolving ways to deliver education. I am well-versed in creating dynamic remote and hybrid synchronous and asynchronous learning modules, understanding that though our locations and resources may change with each passing day, the integrity of what I teach does not need to change. The art room needs to be a safe space where students can explore their own unique perspectives and learn how to express themselves. It is my priority to create a safe space for this experience. I believe in clear transitions, understandable protocols for clean up and work time, and a low stress environment. Art making is fun, beautiful, and messy and students need to feel comfortable in order to engage fully.
My job is to teach art, to engage students in meaningful conversations and expression through craft. My teaching practice is reflective, energetic and passionate. I excel when it comes to building K-12 modules and planning through lessons and units to create a scaffolded curriculum. I am particularly interested in collaborative projects whether it’s between students, other classes or teachers, or partnering with community members. I am also interested in working with local museum education programs. My lessons integrate art historical connections and culturally responsive resources with technical skills to create a well rounded understanding of art. By hitting these targets in my lessons, I can still create an open-ended lesson that gives students the opportunity to explore a variety of materials and outcomes.
I believe in the freedom of expression and exploration. This requires a partnership between teacher and student, and relationship building is the key to success in the art room. To understand the student’s creative vision and help them to bring it into reality requires conversation, understanding, and patience. My studies have focused around my special interests in education, especially social emotional learning, trauma informed teaching and mindfulness in education, understanding that the student comes first before learning can be effective. I have done several training sessions on these topics through the Department of Education's website. Relationships begin on the first day, and develop exponentially over time as I learn how to encourage them towards greater accomplishments and deeper exploration. Making art can be challenging and it takes a patient and positive mentor for students to achieve their vision.