Teaching + Student Work

Teaching Philosophy

Art is a form of mediative play between the student and their own creativity. For over a decade, I have worked with students from a wide range of age groups and ability levels. I have had the unique privilege of providing the first art class experiences for young children in kindergarten, and supporting those same students all the way through eighth grade. My teaching experiences span into high school and college art classes as well. Having taught to such a wide range of students has helped me become well versed in a variety of skills. With that expertise, I have developed a method of teaching which emphasizes providing differentiated methods of instruction, clearly communicating expectations and objectives, and being sensitive to the individual needs and abilities of students.

Across all ages, establishing clear expectations and structure is necessary for maintaining an environment that is conducive to learning and creative thinking. Throughout my years of teaching, I have put a significant amount of time into research and implementation of various classroom management strategies. I have found that building rapport with individual students and having them participate in establishing rules for conduct in the class are helpful techniques, regardless of age. The classroom management needs of a group of elementary students is exceedingly different from that of a college art class. However, there are needs for managing student behavior at all ages; and understanding methods to manage them is an essential component within the role of teaching.

My pedagogical approach encourages research and learning about new artists, experimentation, working studio time, peer feedback, and critiques. My lessons begin with an introduction to a series of artworks, from both historical and contemporary artists. I emphasize the connections of personal experiences, culture, social issues, and periods in history that play a role in forming the artist and their work. Making connections to other cultures and artists with diverse backgrounds strengthens an awareness of the value of inclusivity in the art world—and all parts of society. Following the introduced artworks, I provide an overview of the project with clear project instructions and requirements. I support my instruction through demonstrations, handouts, examples of student work, as well as through individual and small group instruction. Using differentiated instruction methods ensures that the project requirements are clearly communicated and helps reach a wide range of learners. Throughout all stages of my lessons, I encourage students to investigate, question, and form personal opinions about the art we discuss. Critiques and peer feedback are also integral to my teaching and are used at mid-way points, as well as at project completion. I find that regardless of age, peer feedback is a critical part of the creative process.

I foster creative growth through regular exposure to new artists, materials, techniques, and processes. I emphasize the importance of researching other artists’ work and learning about their studio practices. With my younger students, this helps them see the many possibilities in art, while also developing technical skills and attention to detail. With older students, this approach helps them to identify materials, methods, and themes that fit their individual interests. My goal is to provide a plethora of creative exposures and questions that spur deeper thinking and help them develop a sense of direction in their own work. Overall, I want my students to have positive creative experiences that help them have a stronger sense of identity, as well as an understanding of their place in the art world. 

My MFA experience and background in art education have helped me to see that creative expression takes on many forms, including the act of teaching. Similar to my studio practice, I am continuously searching for ways to grow and improve my teaching skills. Over my years of working with young children, I continue to be fascinated by the strong connection between creativity and play. Each is an expressive act that allows children to engage with the world around them. I believe that the excitement, curiosity, and artistic freedom that children find through creative play should not be lost at any age or skill level.

College

Middle School

Elementary