As an art teacher, I believe in engaging students with care, compassion, and creativity. I believe that these values are intrinsically tied to art-making and can be fostered in the art room. Additionally, the art-making process involves observation, reflection, and collaboration which encourages the aforementioned qualities. As a teacher, I want to emphasize the idea of radical empathy and love for ourselves and for our communities.

I believe that in art education, it is just as, if not more, important to teach the “why” of art-making rather than just the “how”. It is important to teach students why people make art so they can begin to make art that is meaningful to them. If you teach a student how to draw, then they will know how to draw. However, if a student has a reason to draw, and is therefore more intrinsically motivated, then they will not only learn that skill but they will also be able to make art that is important to them and will be more motivated to learn and create going forward. When a student is engaged in this way, I believe that they will learn skills to a higher level of mastery and will also be able to apply those skills to other areas of their lives. Teaching the “why” of art-making means teaching art in context, so students can think critically about the world around them and engage more thoughtfully in our highly visual culture.

In the classroom, I strive to make a space that is accessible and inviting to all students, being purposeful and thoughtful of the various intersections of identities they may have. This means being culturally responsive both in my teaching and as a person engaging with my students. I want to be open and honest and learn from my students, as well. I believe that my role as a teacher is to challenge my students with complex ideas and issues that inspire creativity and problem-solving, and for their ideas to challenge my perspective as well. I will be an advocate for them and teach in their best interest, as education should always be focused on the emotional, social, and intellectual well-being and growth of the student.