My teaching philosophy centers on fostering a creative, inclusive, and community-oriented environment where students are encouraged to explore, reflect, and develop their unique artistic voices. Drawing from the Eight Studio Habits of Mind—develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, and understand art worlds—I emphasize a hands-on, student-centered approach grounded in Vygotsky’s "Zone of Proximal Development." I believe in scaffolding skills, enabling students to build technical proficiency before progressing to conceptual and expressive work.

My approach is deeply influenced by Viktor Lowenfeld’s emphasis on creative self-expression and the importance of developing the whole child. I draw from Olivia Gude’s principles of Postmodern Art Education, focusing on cultural and personal narratives, and encourage students to challenge dominant art histories. Mary Ann Stankiewicz’s work on art education as a discipline informs my commitment to integrating historical and contemporary contexts into the curriculum, fostering critical thinking and visual literacy.

My journey as an educator began in 2016 when I started my undergraduate career as a Visual Arts Education major at SUNY New Paltz. Over four years, I learned about human development, scaffolding, differentiating instruction, and designing effective lesson plans using the National Core Arts Standards. Observing art classes at four different schools and student-teaching a high school sculpture and ceramics class solidified my passion for teaching. In May 2020, I earned a Bachelor of Science in Visual Arts Education and received my New York State teaching license for grades K-12. I’ve since taught ceramics at summer camps and local studios. These roles deepened my understanding of community-building, adaptability, and the importance of fostering individuality.

My teaching style is grounded in building relationships and encouraging students to explore their unique identities through art. At Haven Art Studio and Island Pottery, I designed projects that emphasized self-expression, problem-solving, and community building, fostering confidence and growth in young learners. I believe in nurturing individuality while celebrating the shared experience of making art in a communal space.

My classroom is a space for experimentation, where mistakes are celebrated as part of the creative process. A memorable exercise I developed involves a collaborative exquisite corpse project using clay, where students rapidly create, adapt, and respond to each other’s work. This playful approach encourages creative problem-solving, individuality, and an understanding of how form can evolve.

As an educator, I strive to create a supportive and respectful environment where students feel empowered to express themselves freely. I incorporate works from diverse artists, ensuring students see themselves reflected in the curriculum. Individual needs are prioritized, and I actively adapt my teaching strategies, such as modifying techniques for students with disabilities or offering personalized support.

I aim to build a classroom environment where students feel seen, heard, and valued. Through activities that encourage self-reflection, peer collaboration, and community engagement, I cultivate a sense of belonging and mutual respect. My goal is for students to leave my classroom not only as skilled artists but as confident, empathetic, and reflective individuals who understand the importance of art in expressing identity and engaging with the world.

Ultimately, my pursuit of an MFA in ceramics is driven by a desire to refine my skills and bring a deeper level of knowledge to my K-12 classroom. Teaching art is profoundly rewarding, and I am committed to sharing my experience, passion, and dedication with young artists—fostering a love for lifelong learning, community, and self-expression.