Philosophy Statement
I just completed my 3rd year teaching visual art in a public elementary school, I am a practicing artist with collectors worldwide, and I’m the President-elect of the Massachusetts Art Education Association (MAEA). In each of these roles, I bring energy, positivity, and strong leadership skills.
In the classroom, I promote self-exploration and empathy. Art is the perfect vehicle for teaching students important life skills such as creative problem solving, critical thinking, collaboration, flexibility, resistance, and empathy. I do not believe that every student needs to learn how to draw realistically, but I do think every student needs experience in communicating visually. I want my students to feel comfortable with change and ambiguity while challenging themselves artistically and emotionally. My students are able to compare their own work and inspirations with that of their peers and professional artists through empathy and reflection. The openness of my classroom is a key component in getting students to pursue their own artistic interests and include students who aren’t naturally drawn to art, no pun intended. In general, I play the role of artist mentor and spend equal time instructing, talking, and making art with the students. If you walk into my classroom you will not be able to point to the teacher immediately, I’m involved with artmaking with my students which reinforces their dedication. I also keep my students up to date on my own art-making career which is exposing them to the professional life of an artist.
In the classroom, I promote self-exploration and empathy. Art is the perfect vehicle for teaching students important life skills such as creative problem solving, critical thinking, collaboration, flexibility, resistance, and empathy. I do not believe that every student needs to learn how to draw realistically, but I do think every student needs experience in communicating visually. I want my students to feel comfortable with change and ambiguity while challenging themselves artistically and emotionally. My students are able to compare their own work and inspirations with that of their peers and professional artists through empathy and reflection. The openness of my classroom is a key component in getting students to pursue their own artistic interests and include students who aren’t naturally drawn to art, no pun intended. In general, I play the role of artist mentor and spend equal time instructing, talking, and making art with the students. If you walk into my classroom you will not be able to point to the teacher immediately, I’m involved with artmaking with my students which reinforces their dedication. I also keep my students up to date on my own art-making career which is exposing them to the professional life of an artist.