Teaching Philosophy

An effective and productive educator is also a lifelong learner. I emphasize a process driven pedagogy which prioritizes personal meaning making with art objects, flexible material play, purposeful dialogues, and critical reflection. In this praxis students are encouraged to create consequential artwork from deep inquiry and exploratory studio encounters. This is most impactful when the learning environment is cooperative. 

Critical pedagogy teaches that students are not empty vessels awaiting the input of data. They enter with prior knowledge, goals, and diverse backgrounds which are assets to be considered and utilized. Students are more likely to be active and committed participants in their own instruction, when seen and supported as respected individuals contributing to the wider learning community. I believe the classroom culture is as important as the curriculum. I treat learning as a collaborative endeavor and consciously work to get to know each student. With this knowledge I adapt my teaching strategies to be more comprehensive to meet students’ specific needs and curiosities. In this framework of safety students can investigate the status quo, advance artistically, and feel nurtured holistically.

From my own studio practice, I counsel students to welcome discomfort and embrace mistakes on the dynamic path of making art. Students evolve more through challenges than through ease. Compelling artwork flourishes when students feel safe to take chances beyond their comfort zone. My own creative fulfillment comes from research, analysis, and taking risks. I strive to emulate this framework for students and mentor them to recognize the art making process as equally important to the final result.