
Teaching Philosophy
A few years ago, my National Art Honor Society students designed a series of stickers featuring high school faculty members and quotes that represented them. While most teachers were quoted saying things like “Have you seen my coffee cup?”, mine simply read, “What if?” Unbeknownst to me, my students had captured the two words that lie at the heart of my teaching philosophy.
What if art education moved beyond a one-size-fits-all model in favor of personalized learning goals?
I believe in partnering with students to co-create their own educational journeys through inquiry and exploration. This approach not only encourages independent research and creative risk-taking, but also empowers students to take ownership of their learning. Differentiation is central to my practice as it allows me to meet students where they are in terms of skills, knowledge, interests, and goals. While addressing standards and learning outcomes is essential in any classroom, I also collaborate with students to develop personalized learning experiences that reflect their unique paths and aspirations.
What if art wasn’t taught in isolation, but integrated with other disciplines to reflect the interconnected world we live in?
Our lives aren’t separated by subjects, so why should education be? I am a strong advocate for a collaborative, interdisciplinary approach to teaching and learning, where students are encouraged to connect ideas across content areas and construct meaning and understanding through synthesis. By partnering with educators from other disciplines to design cross-curricular learning experiences, students develop a deeper, more nuanced understanding of concepts, contexts and ultimately the world. Through this, students develop the cognitive flexibility and creativity needed to approach complex global issues. These skills are vital in the complex world beyond the classroom.
What if art students engaged in learning that was truly authentic?
Inauthentic learning experiences quickly fall flat within the classroom. Students thrive when they are challenged by real-world questions that spark their curiosity and speak to their lived experiences. For this reason, I integrate a project-based learning (PBL) approach in my classroom. Through open-ended, student-driven inquiries, learners develop essential 21st-century skills such as critical thinking, collaboration, communication, creativity, and cultural competence.
A Design Thinking framework enhances this work, offering a clear and adaptable structure for both artistic inquiry and real-world problem solving. It mirrors the creative process of working artists and is widely used across industries--from tech to business to education. While not all students will pursue art professionally, PBL and Design Thinking provide them with the tools they need to innovate and lead in any field.
What if the artists students encountered in school looked more like them? Throughout my own K-12 education, I was only exposed to the Western canon. While the contributions of these artists are significant, they represent only a fraction of global artistic expression. I believe in intentionally diversifying the voices and perspectives students encounter in the art room through artists of varying backgrounds, media, and viewpoints. This not only broadens students' visual literacy, but reinforces their sense of belonging in a pluralistic world.
Bringing contemporary artists into the classroom, whether physically or virtually, creates meaningful connections. Through presentations, mentorships, and partnerships, students are given the opportunity to see themselves in professional creatives. These interactions affirm that their voices matter and that they, too, can use art as a powerful tool for communication, reflection, and change.
What if the art classroom was a truly inclusive, safe, and supportive space for every student?
Art holds immense power, often more than words. I teach all students, regardless of age, identity, or background, that they have the right and ability to express themselves. I work to cultivate a learning environment where diversity is not only respected, but celebrated. When students see their perspectives honored, they learn that their ideas can positively shape the world around them. Through art, they can advocate for themselves and for others whose voices are less often heard.
At the core of my teaching is a belief in possibility--the belief that education can be personal, interconnected, authentic, and transformative. It all begins with one small question: What if?
