TEACHING

Going forward in my journey as an educator, my aspiration is to bring my passion for learning into every space I inhabit. I thrive when I am actively engaged in processes such as research, exploring new tools, and creating meaningful work. This enthusiasm drives my commitment to A/r/tography - a practice that intertwines art, research, and teaching. By embedding myself in my art practice and ongoing inquiry, I aim to remain connected to the curiosity and creativity that first led me to pursue Art Education.

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I believe that students are deeply influenced by the excitement and passion of their teacher. My goal is to foster a classroom environment where this enthusiasm is contagious, engaging students in dynamic exploration of subject matter and concepts. By integrating current events and contemporary culture into the curriculum, I aim to demonstrate the relevance of the art subject as a means to understand and respond to the wider world.

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My approach is rooted in a holistic philosophy, one that recognizes the importance of nurturing students intellectually, emotionally, spiritually, and physically. I see each student as an individual with unique talents and needs, and I strive to work alongside them as a partner in their educational journey. This partnership empowers students to take ownership of their learning, fostering independence and critical thinking. As Jan Smuts, the philosopher who coined the term "holism," observed: "The whole is greater than the sum of its parts." This belief informs my practice, as I consider each student as a whole person whose growth is enriched through experimentation, research, and creative expression.

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Through this philosophy, I aim to cultivate a classroom that not only develops technical skills but also inspires self-discovery, critical engagement, and a lifelong love of learning. It is this vision that keeps me grounded in the values that led me to art and teaching, and it is what I hope to share with my future students - a passion for the transformative power of learning.