My teaching practice is grounded in care, in play, and in community. I see my students as whole people with unique lives, feelings, and experiences that are tightly intertwined with their learning. Because of this, I work to understand and accommodate my students’ individual needs, abilities and disabilities, and likes and dislikes. No two students are the same, and all deserve to learn in a way that suits them best. I am dedicated to creating a space that is accessible and inclusive to all. Part of achieving this is prioritizing choice in my lessons. My goal is never for my students to produce identical work, but rather for them to find their voice through making their own decisions. I teach them skills and techniques—how to use materials—and provide project guidelines, but they ultimately decide what they will do within those instructions.

Another essential part of cultivating this space is ensuring that students see themselves represented and are able to bring parts of their cultural backgrounds and experiences to their work if they desire. As often as I can, I use counter-storytelling to expose my students to more than the traditional narrative, tying artists from underrepresented groups into my lessons. If language is a part of a project (i.e. a comic), I encourage my students to write in whatever language feels right. I want all of my students to feel empowered, like they are great artists. Because they are, but the world may be telling them otherwise. 

I believe that students are active participants in their learning. While I have knowledge to share with my students, I know that they also have knowledge to share with me, and with each other. I want to foster an environment in which students are comfortable and eager to collaborate, lend hands, and get to know one another. One of the greatest joys of my own art education has been creating alongside other artists, caring about their work and knowing they care about mine. This sense of community has been so central to my own making and is something I strive to build in my own teaching spaces. Through thoughtful lesson design and individualized instructional approaches, I work to make my students feel connected and seen.