ART EDUCATION
I am an art educator determined to make a difference. I grew up outside of Washington D.C., in the suburbs of Northern Virginia. From there, I attended James Madison University and graduated with a B.F.A. in Studio Art and successfully completed the Art Education program. After earning my degree, I jumped into my career of art education. Serendipitously, I decided to take a secondary visual art position at my former high school. I welcomed the opportunity and had a fantastic time teaching an array of incredible students for three years.
Recently, I earned my master’s degree at James Madison University. I pursued a thesis topic regarding English Learners in the visual arts classroom. In my qualitative study, I compiled data relevant for contemporary art educators seeking positive ways to engage and support our ELs. Through an involved thesis inquiry, I was able to take my knowledge in art education to the next level.
Currently, I teach secondary art in Denver Public Schools. Our robust high school visual art program includes digital, sculptural, and traditional media. I am certified to teach content under our Career and Technical Education program in DPS and I have experience teaching as an adjunct professor for MSU, Denver. Everyday presents a new experience and challenge, one which I'm excited to pursue. Thank you to all my teachers and students for allowing me to continue to grow.
Recently, I earned my master’s degree at James Madison University. I pursued a thesis topic regarding English Learners in the visual arts classroom. In my qualitative study, I compiled data relevant for contemporary art educators seeking positive ways to engage and support our ELs. Through an involved thesis inquiry, I was able to take my knowledge in art education to the next level.
Currently, I teach secondary art in Denver Public Schools. Our robust high school visual art program includes digital, sculptural, and traditional media. I am certified to teach content under our Career and Technical Education program in DPS and I have experience teaching as an adjunct professor for MSU, Denver. Everyday presents a new experience and challenge, one which I'm excited to pursue. Thank you to all my teachers and students for allowing me to continue to grow.
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PROFESSIONAL EXPERIENCES
EDUCATION & EMPLOYMENT
2017, M.A., Art Education
2012, B.F.A., Studio Art; Photography & Art Education
2017-2022, Art Educator, Denver Public Schools, Colorado
2013-2016, Art Educator, Fairfax County Public Schools, Virginia
2012, B.F.A., Studio Art; Photography & Art Education
2017-2022, Art Educator, Denver Public Schools, Colorado
2013-2016, Art Educator, Fairfax County Public Schools, Virginia
Theme: Dystopia
Theme: Fears & Phobias
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Theme: Anti-Community
Theme: Identity
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Theme: Home
Theme: Moody
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TEACHING PHILOSOPHY
Art is an intellectual exploration of the visual world and the creative mind. In the classroom, I encourage students to go beyond the information given and explore ambiguities leading to self discovery and new ways of thinking. By posing problems with more than one solution, I encourage an atmosphere of inquiry through visual concepts and media. This, coupled with study in art history, criticism, aesthetics, and visual culture enables my students to gain a visual literacy and a new way of seeing the world.
Beginning art students need structural assignments to experiment with various techniques, processes, and tools. I am a traditionalist in that I believe in a formal, observation based foundation curriculum. In addition, it is essential to focus on idea inception and image development. Through facilitating a student-centered classroom and promoting meaning-making, I support the introduction of big ideas in combination with skill building. My goal is to lead students to the point where they have the skills necessary to both conceptualize and realize their ambitions.
In upper-level art courses, I introduce thematic and conceptual parameters to the curriculum. This allows students to search out and create hierarchies of meaning and personal significance in what they observe, think, and feel about the world. They learn to integrate formal observations with their ideas, to create an art making process that relays their observations, thoughts and feelings to their viewers. Thus, students begin to create their own individual visual languages. This process leads to art that is highly personal and profoundly meaningful. I believe the most effective teachers are those who are engaged in their own artistic development. By sharing in the creative process I not only continue to mature as an artist, but create an environment of creative cooperation in the classroom. It is crucial to maintain high expectations of my own art, as my students are motivated to attain the high expectations I set for their work.
Beginning art students need structural assignments to experiment with various techniques, processes, and tools. I am a traditionalist in that I believe in a formal, observation based foundation curriculum. In addition, it is essential to focus on idea inception and image development. Through facilitating a student-centered classroom and promoting meaning-making, I support the introduction of big ideas in combination with skill building. My goal is to lead students to the point where they have the skills necessary to both conceptualize and realize their ambitions.
In upper-level art courses, I introduce thematic and conceptual parameters to the curriculum. This allows students to search out and create hierarchies of meaning and personal significance in what they observe, think, and feel about the world. They learn to integrate formal observations with their ideas, to create an art making process that relays their observations, thoughts and feelings to their viewers. Thus, students begin to create their own individual visual languages. This process leads to art that is highly personal and profoundly meaningful. I believe the most effective teachers are those who are engaged in their own artistic development. By sharing in the creative process I not only continue to mature as an artist, but create an environment of creative cooperation in the classroom. It is crucial to maintain high expectations of my own art, as my students are motivated to attain the high expectations I set for their work.
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Senior Photoshoot, End of Year Holi Powder