Student Work and Teaching Philosophy

Differentiation and constructivist learning are vital keys to my teaching philosophy. My commitments to art-making, education, and professional teaching experiences are the foundations of the unique perspective I bring to the visual arts educator's role. These applied experiences allow me to bring my creative endeavors into meaningful dialogue with my teaching practice in a technical, theoretical, and historical foundation of contemporary art practice. Just as I continue to learn and be inspired by the creative community, I also want to facilitate this for my students. 

Diversity, equity, and inclusion are fundamental to a successful learning community. Crafting course syllabi and curriculum that all students can access is critical. I develop approaches that invite and celebrate the participation of students with a broad range of interests and diverse backgrounds. The curriculum of a given class is designed to expand on my students' educational and personal experiences within their current schema and studio practices by encouraging the exploration of other methods and points of view. Hands-on, personalized choice with assignments that reflect student interest increases retention, engagement, and meaningful content. I see myself serving as a guide through discussions and critiques, encouraging risk-taking with original ideas, and supporting critical thinking and artistic problem-solving. Students are challenged by an atmosphere that prioritizes inquiry and thus is subsequently endorsed by the thoughtful construction of positive classroom culture through initial and ongoing team-building activities. A sense of trust is built for all students to feel included and supported in taking risks and thus potentially expanding their growth. 

Asking pertinent questions and following the threads of research and culture (which encompass seeing art exhibitions firsthand, site-specific visits, daily life, and text, to name a few resources) are an invaluable part of my art-making process. With this in mind, I intentionally build foundational structures in the classroom which encourage multiple methodologies and can be carried forward into a student's future core practices. Assignments utilize common essential questions, readings, and structured frameworks within the syllabus. Still, students have the flexibility to discover new and exciting themes they want to pursue with those over-arching questions in mind, allowing for deeper conversations within the group. Sharing work through critiques, readings, presentations, discussions, and field research into art practices drives the curriculum and serves as a peer-support system. Students practice speaking thoughtfully and articulately about their work and the work of others in constructive and respectful ongoing dialogues and collaborations.