Teaching Philosophy 

One of the most crucial parts of a fruitful learning environment is creating space for everyone to feel included and have their opinions valued; where students feel comfortable to take risks, and ask the difficult questions that embrace setbacks and failure on the way to successful answers. In this community environment students learn and grow together through the exchange of different viewpoints and creative expressions, and become active participants in shaping their educational experience in the class. In service to this idea I strive to develop courses and assignments that highlight the students individual artistic vision and make space for connections to personal identity. I value each student's unique perspective and experiences that they bring to the classroom, all of which enrich the learning opportunities for everyone. Because each student has different goals and needs, I believe it is important to be approachable and work with students individually to give them every opportunity to excel in the course. I learn from all aspects of teaching, from giving demonstrations to communicating with students, constantly critiquing myself to become a more skilled educator and mentor. I go into the classroom genuinely excited to learn from my students and truly listen to them, in order to best help them  articulate what they want to say through their work.

I aim to teach students the value of intention, practice and creative problem solving. These are skills that are important beyond the classroom and the field of art. In my classes I employ multiple means of representation to more effectively teach students who learn best in different ways. My enthusiasm and excitement for teaching and learning is evident in the classroom and I encourage students to communicate accommodations I can make to improve their learning experience. I make myself available as a resource for my students. I am happy to share all of my personal knowledge, skills and research strategies to guide them in becoming creative thinkers and makers. I try to provide students with as many  historical and contemporary sources relevant to their aesthetic preferences and developing taste. Similarly, I am always seeking new techniques and processes to demonstrate and cater to students' specific needs. 

For undergraduate students, a strong foundation of technical skills and familiarity with materials are fundamental for students to put ideas first, and execute their vision without major technical barriers. It is important for students to develop an ability to critique their own work and the work of their classmates.As students advance in their degree, the assignments become increasingly more independent, giving the students the freedom to advance their personal artistic practice and become more invested in their own research. 

I encourage graduate students to examine the way their lives affect their art and the way their art can impact the way they live. The student’s chosen art materials become a vehicle for larger questions and statements. My goal is to guide students to articulate these ideas and feelings more clearly by pushing them to take risks in the studio and drive their ideas beyond the perceived limits. I believe that in this pivotal moment in an artist's career, asking questions is more important than fully answering them. In the attempt to answer compelling questions students often discover a new understanding of their motivations and aspirations.