List any professional activities, including professional or honorary organizations, research studies, publications and/or presentations.
As an Artist in Residence for Foothills Art Council, I design lessons and discussions that promote the ideas and creation of art in the community.
I was a speaker at The University of Dayton’s Stander Symposium discussing how the historic timeline of the City of Dayton and the art culture impacted each other.
I represented The University of Dayton’s Flyer News at the Associated Collegiate Press conference in New York City. I participated the visual diary project, which was a 24-hour documentary project of New York City.
List all published works and give a brief description of each.
Photograph published in the July 2008 USDF (United States Dressage Federation) Connection magazine.
Commissioned to photograph for a story in the October 2, 2005 issue of the San Jose Mercury News.
Employed by The University of Dayton Flyer News as a staff photographer and the Photography Editor. My photographs were published in the twice a week campus newspaper, and as the editor I determined what photographs would be paired with the stories.
List honors received in college (i.e., Dean's List), at work (i.e., Employee of the Year), and in the community.
Annual Horvath Juried Student Exhibition, 2008
Senior Exhibition, 2007
Annual Horvath Juried Student Exhibition, 2007
Urban Nights, 2006
Silver Award, Venturing Scouts, 2006
Venturing Crew Officer of the Year, Venturing Scouts, 2006
Eagle Scout Award, Boy Scouts of America, 2002
What are your three most important reasons for wanting to be a teacher?
To motivate the students to do their best and to expect more from themselves.
To encourage the students to dream big, and equip them with the tools to obtain their dreams.
To educate the whole person, that each lesson plan would become a life lesson extending the walls of the classroom.
How much do you want to know about your students in order to be most helpful to them?
As an educator I felt that it is important for the teacher to know about their students interests so they may plan effective lessons. I also believe that it is not my place as an educator to push my way into the student’s life, as I would not want my students to invade my privacy. Simply to keep a professional relationship with my students and their families.
What three things do you want most to know about your students?
By knowing these three things my lessons and the classroom experience will be engaging and productive for the students. I would like to know their prior knowledge, their interests outside of school, and what their learning style is.
What do you need to know in order to begin your lesson planning for a class?
As an educator I would need to know what the students prior knowledge on the topic is, the goals of the course, and how the students interact with each other.
What four key components do you believe you must include in your plan?
In a lesson plan I include these four key components: vocabulary, past and current artists, materials, and student grouping. Each component is important in the lesson because it expands the overall goal and highlights the important aspects of the lesson.
When you think about your students, in what major ways do you most want to influence their lives?
As a mentor I want my students to see me as a positive influence as their teacher and community member. As an Educator I will take my students beyond the walls of the classroom, which will guide them to grow into respectable citizens of the world.
What two core teaching strategies do you most use to achieve this result?
The two core teaching strategies I use are group critiques and asking open-ended questions. The group critiques would happen at the midway point and end of the project to determine what knowledge the student has gained from this project about the material and themselves. I also use open ended questioning like “What is art?” and have discussions on possible answers. This technique allows the students to think outside the box and make and defend their own ideas, which will also assist them in the art classroom.
List any special abilities, interests, community activities, high school and/or college activities which would enhance your opportunity for employment, including unique or special achievements.
During my freshman year at the University of Dayton I saw that there was a problem with first year students falling into the drinking scene because there was not a place where students could party with out the pressure of substance abuse. I founded the Substance-Free community and Club # 6, a residential community and student organization that provide a substance-free environment to party and socialize.
Club #6 website: http://campus.udayton.edu/~club6/
I am an adult leader in the Boy Scouts of America and enjoy teaching scouts how surviving in the wilderness allows them to survive in the city. Through the Boy Scouts my adventures have become my passions like backpacking, camping, horseback riding, teaching, and leadership, which carry over into some of my lessons.
Describe the assessment techniques you will use to evaluate student learning.
As an artist I feel that it is important that the creator should be able to discuss their work regardless of the piece of arts simplicity. The major type of assessment I would use to evaluate my students learning is a critique of their work discussing with them how they met the learning objective, and what did they learn about themselves.
Describe how you will promote sensitivity to racial, cultural, religious, and ethnic differences in your classroom.
Like the differences in race, cultures, and creed each person will have a different way of visually expressing a concept. Through looking at examples of past artist and their work and how their differences made them important.
Tell us about a creative lesson and how students were involved in their own learning - you were the facilitator.
In a sixth grade art classroom the students stepped into a scene from the old west at Mr. Landry’s trail camp. Mr. Landry told the students a tall tale, and then asked them to give him some examples. The students retired to their table groups and started to brainstorm a tall tale about their school, and would create these stories using cut paper shapes (non organic shape). The stories were then presented at the end of the project around the campfire ring.
What kind of teacher certification/license do you have?
I have a 2 year provisional license from the State of Ohio to teach multi-age (k-12) visual art
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