The core values I aspire to integrate into my teaching practice include teaching to the whole person by caring for the overall wellbeing of my students, dismantling power dynamics within the classroom by allowing students to be responsible for their own learning, engaging students in interdisciplinary learning, and modeling love within and beyond the classroom. My teaching practice is rooted in the pedagogical philosophies of bell hooks and Paulo Freire, specifically in their shared belief in education as a practice of freedom versus the practice of domination. I am passionate about my role as an arts educator because I believe that in a world that is steadily becoming more geared towards the visual, we need now more than ever to make arts education accessible to all students. Developing minds benefit from learning through visual studies because it provides another mode of communication and self-expression while providing the possibility for interdisciplinary connections. A student who may struggle with writing may be able to clearly communicate their thoughts through a painting, and both forms of communication deserve validation. Based on my own experience as an artist, I find great joy in witnessing the transformative moments that occur within one’s creative practice. I also believe that systemic change begins in the classroom where anti-oppressive, inclusive thinking and learning can be modeled and embraced. Learning never stops; unlearning oppressive behavior and learning how to decolonize pedagogy is a humbling experience. I appreciate that my teaching practice provides the opportunity for life-long collaboration, learning, and growth with my students.

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The following are examples of student artwork, from Pre-K through 12th grade.